Enhancing Lecture Environments: Using Green Screen Technology To Elevate Hybrid Learning
Steven Parker, Education Technology Manager, Unsw Science
Steven Parker, Education Technology Manager, Unsw Science
We are all familiar with the TV weather person standing in front of the green screen and gesturing to dynamic weather patterns on the map superimposed behind. But have you considered how this kind of green screen technology and communication approach might translate to a lecture theatre to engage both in-person and online students as part of hybrid learning?
As hybrid learning gains greater prominence as the favored choice over traditional student lecture attendance, academics are now grappling with the increasing responsibility of effectively conducting and overseeing hybrid classes. Unfortunately, this shift comes with the potential risk of students experiencing a sense of disconnection and disengagement.
For the typical lecture theatre setup, a common challenge in delivering hybrid lectures is that the room ceiling cameras cannot effectively show the lecturer's body language. Additionally, a lectern and monitor blocks the view between the lecturer and in-class students, making teaching and engagement harder.
In response to these intrinsic challenges, the UNSW Science EdTech team has conceived an innovative solution: the experimental use of green screen technology within a lecture theater.
The ‘Invisible Green Screen Lecture’ Solution
The room layout of the ‘off camera’ and ‘‘on camera’’ zones and placement of a fixed camera and confidence monitor in line of sight of the Academic.
To address this problem statement, the EdTech proof-of-concept solution we settled on was to:
1. Place a fixed camera at eye level in front of the academic. a. A fixed camera was necessary for superimposing the green screen content in the ‘On camera’ zone for the Academic to stand in.
2. Add a small 16-inch “confidence monitor’ in line of sight of the academic,
This enabled the Academic to see themselves in relation to the green screen content.
a. It was small enough to not be too much of a barrier to both the academic and the students.
3. Establish ‘On camera’ and ‘Off camera’ zones for the academic to stand in.
4. Add a digital WACOM tablet to the ‘Off camera’ zone for digital whiteboard and inking of slides.
This provided the green screen content that sat behind the academic when they stepped into the ‘On camera’ zone.
Wait, where is the physical Green Screen?
There wasn’t one! We have an ‘Invisible Green Screen’ software solution. A physical green screen was not practical to install in the lecture theatre, so we trialed the:
1. OBSMeet4k web camera and NVIDIA Broadcast software to digitally apply a green screen around the academic.
2. ATEM Software control software or OBS on the lectern PC to key out the digital green screen and insert the background slides or digital whiteboard.
The embodied communication affordances of the Invisible Green Screen technology in a lecture theatre
Sample screen output using ‘Invisible Green Screen’, allowing embodied communication on the lecture theatre screen and captured in the Echo360 recording Embodied communication refers to the transmission and exchange of information through nonverbal cues, physical actions, and body language, rather than relying solely on verbal or written language (Mayer, 2005). As an observer of the Academic using the Green Screen, I noticed several benefits:
• It facilitated a higher level of interaction, as the academic could physically gesture and point to specific scenarios while asking questions. This embodied engagement with the content, and enabled students to better understand and respond to his queries.
• The nonverbal cues, physical actions, and body language displayed by the academic were more prominently conveyed when projected onto the large lecture screen. The visibility of these cues helped emphasize his message and provided additional context.
As The Flexibility Of Hybrid Learning Gains Prominence As A Preferred Mode Of Student Lecture Attendance The Need To Enhance Lecture Delivery For Both In-Person And Online Audiences Becomes Imperative
• The embodied communication captured in the Echo360 lecture recording seems more dynamic when watching after.
My expectations were that this would enhance comprehension and student engagement. This was later confirmed at the end of term when students were asked for feedback.
Student feedback
Feedback from 15 students revealed the positive impact of 'Invisible Green Screen’ technology
• Many students found the technology increased engagement, clarity, and ease of understanding, particularly benefiting remote and recorded sessions.
• Some suggested room for improvement, noting its potential in online settings.
• Feedback indicated that the technology improved content comprehension by enabling clearer explanations and interactions.
• Most students rated the technology positively for enhancing engagement and connection.
Overall, the feedback suggests that ‘Invisible Green Screen’ technology has the potential to effectively enhance learning, yet its impact may vary due to individual preferences, and lecturer familiarity with embodied communication and being on camera.
Academic feedback
The two Academics who tried the setup both rated it highly for ease of use.
“As a user I find the tablet and screen easy to navigate and intuitive to use. I still need to calibrate myself by using the invisible green screen and knowing where to stand but that will come with more experience. I really like the added flexibility and interaction this allows in teaching and when I get fully into my workshops in a few weeks I think we'll really see the benefit of this technology.” - Academic Of interest is how they felt the need to be more mindful of being on camera and their reflection to design their future slides to leave space for them to stand without obscuring content as they present to camera. In response to this, we intend to develop training on presenting to camera and developing slide decks based on Mayer's Multimedia principles.
Conclusion
Consider incorporating a fixed camera and a confidence monitor at eye level within the lecture theatre.
As the flexibility of hybrid learning gains prominence as a preferred mode of student lecture attendance the need to enhance lecture delivery for both in-person and online audiences becomes imperative. One potential solution, the 'Green Screen Lecture,' offers a promising avenue to tackle this challenge. The next step involves advancing this concept to get more feedback from educators and students. This will entail incorporating a fixed camera and a confidence monitor at eye level and in-situ within a lecture theatre. This is presently regarded as a novel approach compared to the typical ceiling camera in lecture theatres.
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