glassless 3D video
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AbstractWe demonstrated a 3D holoscopic video system for 3DTV application. We showed that using a field lens and a square aperture significantly reduces the vignetting problem associated with a relay system and achieves over 95 percent fill factor. The main problem for such a relay system is the nonlinear distortion during the 3D image capturing, which can seriously affect the reconstruction process for a 3D display. The nonlinear distortion mainly includes lens radial distortion (intrinsic) and microlens array perspective distortion (extrinsic). This is the task of future work. Our results also show that the SS coding approach performs better than the standard HEVC scheme. Furthermore, we show that search and retrieval performance relies on the depth map's quality and that the multimodal fusion boosts the retrieval performance.
CitationAggoun, A., Tsekleves, E., Swash, M.R., Zarpalas, D., Dimou, A., Daras, P., Nunes, P., Soares, L.D. (2013) 'Immersive 3D Holoscopic Video System' IEEE MultiMedia 20 (1):28 -37
SponsorsWe acknowledge the support of the European Commission under the Seventh Framework Programme (FP7) project 3D Vivant (Live Immerse Video-Audio Interactive Multimedia)
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Longitudinal investigation of medical student perceptions of a video-based guided study resource used to facilitate an eight week module in medicineMorris, Andrew; Clipstone, Steve; Stockton, William; Crawford, Russell; Keele University (University of Bedfordshire, 2017-03)We use an action research approach to evaluate three successive cohorts of medical student perceptions of using a multi-faceted video-based guided study resource which provides academic (skills-based), social (motivation-based) and professional (clinical-based) interventions aimed at facilitating and enriching learning across an eight week module in the second year of the MBChB medical degree. Our findings show that whilst students value these video resources both as a revision tool and an aid to learning during the semester, they have specific critiques about several areas which would improve the project. We interpret our data to evidence a tangible beneficial argument for the use video-based learning objects to support student learning that is reliably reaffirmed by our longitudinal data.
An investigation into double-marking methods: comparing live, audio and video rating of performance on the IELTS Speaking TestNakatsuhara, Fumiyo; Inoue, Chihiro; Taylor, Lynda (The IELTS Partners: British Council, IDP: IELTS Australia and Cambridge English Language Assessment, 2017-03-01)This study compared IELTS examiners’ scores when they assessed test-takers’ spoken performance under live and two non-live rating conditions using audio and video recordings. It also explored examiners’ perceptions towards test-takers’ performance in the two non-live rating modes. This was a mixed-methods study that involved both existing and newly collected datasets. A total of six trained IELTS examiners assessed 36 test-takers’ performance under the live, audio and video rating conditions. Their scores in the three modes of rating were calibrated using the multifaceted Rasch model analysis. In all modes of rating, the examiners were asked to make notes on why they awarded the scores that they did on each analytical category. The comments were quantitatively analysed in terms of the volume of positive and negative features of test-takers’ performance that examiners reported noticing when awarding scores under the three rating conditions. Using selected test-takers’ audio and video recordings, examiners’ verbal reports were also collected to gain insights into their perceptions towards test-takers’ performance under the two non-live conditions. The results showed that audio ratings were significantly lower than live and video ratings for all rating categories. Examiners noticed more negative performance features of test-takers under the two non-live rating conditions than the live rating condition. The verbal report data demonstrated how having visual information in the video-rating mode helped examiners to understand test-takers’ utterances, to see what was happening beyond what the test-takers were saying and to understand with more confidence the source of test-takers’ hesitation, pauses and awkwardness in their performance. The results of this study have, therefore, offered a better understanding of the three modes of rating, and a recommendation was made regarding enhanced double-marking methods that could be introduced to the IELTS Speaking Test.