Enhancing Hybrid Learning through Green Screen Technology in Lecture Theatres

Steven Parker, Education Technology Manager at UNSW Science

The concept of using green screen technology for engaging audiences has long been associated with weather forecasts on television. But what if this technology could be harnessed within lecture theatres to create dynamic hybrid learning experiences that bridge the gap between in-person and online students? 

Hybrid Learning is increasingly gaining prominence as a flexible student attendance preference compared to traditional face-to-face lectures. This trend is underscored by a recent report in "Student and Faculty Perspectives on Digital Learning Differ" (2023). However, traditional lecture theatre configurations often pose a challenge when it comes to delivering hybrid lectures to online attendees. Ceiling cameras are typically positioned high above the lecturer which can sometimes create a sense of disconnection between the Lecturer's gestures and expressions and the content being discussed. Furthermore, the presence of a lectern and monitor can sometimes obstruct visual connections between the lecturer and students.

In response to this challenge, the UNSW Science EdTech Team has piloted an innovative solution: the experimental use of green screen technology within a lecture theatre for hybrid delivery.

The ‘Green Screen Lecture’ setup

The setup involves distinct 'Off Camera' and 'On Camera' zones, with a fixed camera and confidence monitor positioned in the line of sight of the academic.

● Placing the fixed camera [1] at eye level in front of the academic is crucial for superimposing green screen content in the 'On Camera' zone [3].

● A 16-inch "confidence monitor" [2]  is strategically placed for the academic to view themselves in relation to the Green Screen content. This small confidence monitor does not hinder students' views within the lecture theatre.

● Incorporating both 'On Camera' and 'Off Camera' zones enhances the student's engagement with the content.

◦ During 'Off Camera' moments [4], the student focuses on the digital content, such as slides or digital ink,

◦ while during 'On Camera' interactions, the academic's gestures and actions are projected onto the green screen background to aid comprehension [3].

Wait, where is the physical Green Screen?

There is none! Practical limitations prevent the installation of a physical green screen within the lecture theatre. Instead, the OBSMeet4k web camera or NVIDIA Broadcast software are employed to digitally apply a green screen effect around the academics. 

" As the demand for hybrid learning rises, improving lecture delivery for both in person and online students becomes pivotal "

The ATEM Software control  or OBS on the lectern PC is used to key out the digital green screen and insert background content from the primary monitor, in this example a WACOM Cintiq 22-inch digital writing tablet.

Embodied communication in relation to engagement with the content

The introduction of the 'Invisible Green Screen' enables synchronous embodied communication both within the lecture theatre and for online participants, as shown by this Echo360 lecture recording screenshot. This embodied communication, which relies on nonverbal cues, physical actions, and body language, supplements verbal and written communication. Observing the academic in the 'On Camera' zone of the Green Screen Lecture setup reveals several advantages:

● Enhanced Interaction: Physical gestures and pointing allow the academic to engage more deeply with the content, making it easier for students to comprehend and respond to queries.

● Amplified Nonverbal Cues: Nonverbal cues, actions, and body language are more effectively conveyed when projected on the large lecture screen, enhancing message emphasis and contextual understanding.

● Dynamic Echo360 Lecture Recording: Embodied communication's dynamic nature becomes more pronounced when viewing lecture recordings later on.

Feedback

Student feedback underscored the positive impact of the 'Green Screen Lecture' setup. Among 40 students, 15 provided feedback, yielding an average rating of 3.85 out of 5 for engagement with course content and academic connection. While some students found the setup valuable for both in-person and online learning, others specifically highlighted its benefits for online attendees. Constructive feedback suggested areas for improvement, while a minority reported no discernible difference in their learning experience.

From an academic perspective, those who experimented with the setup praised its naturalistic ease of use. While adjustments were needed to calibrate their positioning and interaction with the 'Invisible Green Screen', they recognized the flexibility and interaction that the technology offered. Mindfulness of being on camera and optimising slide design for this setup were also highlighted.

Fixed camera and confidence monitor at eye level in a lecture theatre

As the demand for hybrid learning rises, improving lecture delivery for both in-person and online students becomes pivotal. The 'Green Screen Lecture' concept emerges as a promising solution. The unconventional approach of placing a fixed camera and confidence monitor at eye level within the lecture theatre distinguishes this setup from the conventional ceiling-mounted camera configuration. As evaluations progress, delving into comparative analyses involving control groups, like contrasting the 'Green Screen' experience with the ceiling camera setup, will provide valuable insights.

 'Green Screen' experience with the ceiling camera setup, will provide valuable insights. 

EdTech