As part of the workshops, we evaluate our new findings and knowledge to consider how to best approach Virtual Production technology in an educational setting.
In this article, we share one of our recent research reports, which we had sent and published with the EDULEARN24 Conference Proceedings. The research was presented in July 2024 and is part of the overall proceedings on the IATED Digital Library.
The research is written by Dominyka Venckute and Roberta Jablonskyta, affiliated with The Animation Workshop/VIA University College, partners of VPSN.
Abstract
Virtual production workshops have become increasingly popular in recent years as a tool for fostering collaboration and creativity within the visual industries, encompassing film production, VFX, gaming, and animation. These workshops offer participants the opportunity to interact within virtual environments, facilitating real-time creation, sharing, and manipulation of digital content. This was particularly challenging in the past due to limited studio access and the high costs associated with LED screens.
Despite the numerous benefits of virtual production workshops, there remains a gap in understanding their overall impact on participants’ experiences and outcomes. This qualitative study aims to investigate the influence of virtual production workshops on participants’ collaboration, creativity, and overall
satisfaction.
Keywords: Education, Virtual Production, students’ workshop, new technologies, strategic partnerships.
Introduction
Virtual production is a film and video production process that involves the use of computer-generated imagery (CGI) and real-time computer graphics to create and capture filmed content. This technique allows filmmakers to visualize and control the visual effects in real-time as they are shooting the liveaction elements of the film, rather than adding them in post-production.
Virtual Production Studios represent emerging technology with potential for widespread impact, but require considerable technical knowledge, extensive financial investment, and dedicated space to install and engage with. There are only a few educational institutions and training professionals who have had the opportunity to work with or learn more about the different opportunities possible through VP.
The increasing overlap and intersection of video game technology and film studio practice is rapidly changing the skills that will be sought-after in graduates as digital transformation demands that industries and institutions each prepare for the changes that new systems will have on these fields and those who work in them. With this, there is an increasing demand for virtual production services – more specifically, specialists in virtual asset production based on specialized knowledge and experience as virtual assets designers and other key members of the virtual art departments.
VP studio work is not a novel concept within the industry, but numerous challenges persist, particularly in addressing talent shortages and preparing students within educational institutions for future opportunities in VP. Recognizing these hurdles, The Animation Workshop, VIA University College, and three international partners (Polytechnic Institute of Cávado and Ave University, Breda University of Applied Sciences, and Nord University) have taken the initiative to address these issues. They have collectively prepared an Erasmus+ project application under KA2, Strategic Partnerships for Cooperation. The aim is to conduct research and gain insights into the challenges associated with working in VP, organize workshops for both educators and students, and explore strategies for educational institutions to navigate these challenges effectively. Additionally, the project seeks to develop guidelines for educational materials that will encourage student engagement with VP, thereby
highlighting new and compelling pathways for specialization within the creative industries.
As the partners are instructors and researchers in relevant fields, this project creates a creative class across Europe which is better educated and prepared for the future with up-to-date knowledge and forward-facing practice. This project is building networks between creative and technical educations to prepare for the role of VP among media industries and their attendant educational structures. New skill demands are being made clear and frameworks for the implementation of VP training in several fields are being strategized and justified based on a wealth of up-to-date knowledge. These skill packages also are distributed through the partners that disseminate lessons via their online portals, strengthening and spreading the knowledge outside of formal institutions for such training. Students and coordinators involved in this project are some of the first in Europe to have the possibility for training and hands-on experience with VP, which allowed them to identify the workflow of virtual production and understand its pipeline, as well as navigate and identify production methodologies for 3D assets and environments, the basics of virtual sets which brings productions to life, and as a result providing new and needed research, analysis and reporting in regards to VPS technology.
Methodology
This qualitative study employed a phenomenological approach to explore participants’ lived experiences in virtual production workshops. A total of 8 participants from diverse backgrounds were selected to take part in a virtual production workshop. Data was collected through semi-structured interviews conducted before and after the workshop, as well as through observation of participants’ interactions during the workshop. The data was then analyzed using thematic analysis to identify key themes related to participants’ experiences.
In 2023, two online workshops were conducted for students on November 20th and December 11th. Following that, from January 15th to 19th, 2024, the hosted the first physical Virtual Production Studio workshop for international students from Nord University (Norway), IPCA University (Portugal), Breda University (Netherlands), and TAW (Denmark) at Breda University’s XR stage. The aim of this workshop was to provide students with hands-on experience in creating and organizing a VP project, culminating in its live execution on set. It was the first time all students had worked on a VP project.
Prior to this workshop, two other workshops, both online and physical, were conducted exclusively for educators—known as Train the Trainer workshops. These sessions, conducted with international tutors, enabled the partner group to develop preparatory materials that guided project selection and teaching methodologies related to Virtual Production technology in an educational context.
The resulting workshop materials package, comprising preparatory information, exercises, and tasks, was made available on a skills-sharing platform for download and use by various EU universities and interested parties. Participants received these materials before the workshops for orientation. Like students, tutors also underwent a similar process of scriptwriting, environment creation, storyboarding, and filming.
The project team observed that educators and staff members who took part in the workshops tended to focus more on the final product, leading to extended post-production efforts, particularly in sound development. Consequently, the project team, in collaboration with student participants, agreed to emphasize providing students with an open space for experimentation with the technology, ensuring a steady learning curve while minimizing overwhelm and stress.
The physical Virtual Production Studio Network project student workshops began with identifying the essential roles for the VPS project, followed by establishing clear guidelines for the student application process and the criteria for participation. These guidelines were developed and shared by professionals from Breda University of Applied Sciences. Once the selection process was completed and teams were chosen by each educational institution, pre-production commenced.
Pre-production marks the initial phase of the production pipeline, where the project’s concept is refined, storyboards are crafted, and schedules are established. The primary goal is to outline all essential elements to ensure a smooth and efficient production process. With the advancement of virtual production technologies, there’s been a significant shift of work from post-production to pre-production. Consequently, there’s a heightened focus on maximizing efficiency during pre-production to minimize the workload in post-production.
As part of the post-tutor workshops, VPSN project partners created Manual 01, which provided students with course information, goals, and pre-workshop activities. Students were tasked with developing a script into a 30 to 60-second film using Virtual Production tools and techniques, working collaboratively with their team. Additionally, participants received creative vision and storyboard templates. Notably, students opted for a different virtual environment than tutors had previously used, necessitating additional workload and input adjustments as they transitioned from “Greenhouse” to “Cyberpunk” scene. This shift prompted students to exercise their imagination and creativity in crafting new scripts, mood boards, and shots.
It was an international collaboration among students, so the preproduction process took place online. We utilized the Discord application, which facilitated file sharing, messaging, media sharing, and arranging calls. To maintain organization and manage tasks effectively, the group used the Trello application. Reflecting on this stage of the project, students noted that while they typically collaborate in groups with face-to-face meetings at university, online international collaboration presented initial challenges. However, teachers and coordinators provided support and guidance to address communication challenges, setting examples of productive communication to ensure tasks were assigned and progress adhered to the schedule. Despite clear role descriptions provided by Breda University, some students were uncertain about their responsibilities, prompting others to step in and provide guidance. In some cases, participants took on multiple roles, leading to overwhelming individuals and neglected tasks. Moving forward, it’s important to avoid assigning multiple roles to individuals to prevent task neglect as well as invest more time to ensure students know exactly what is expected from their roles. Students were granted the freedom to write their own script, which was then submitted for tutor approval, initiating the groundwork for the filming process. Each student had specific tasks, ranging from scriptwriting and costume design to storyboarding and creating virtual reality scenes.
Following was a physical workshop held at Breda University of Applied Sciences campus, where students had the opportunity to interact with peers from various countries and different study programs. Initially, they faced challenges in finding common ground and establishing effective communication on set. However, this experience provided a platform for learning new skills from one another and gaining insight into how different professional roles, such as gaffers, camera staff, and engineers, collaborate in Virtual Production (VP). As students participating were from different skill backgrounds- Nord university students studying Film and TV production, IPCA university students studying Game development and The Animation Workshop students studying Computer graphics- they found it more challenging to communicate in the same ‘’language’’. Navigating these differences and establishing a common understanding of each team member’s responsibilities and needs were essential. Once this hurdle was overcome, the team has witnessed remarkable outcomes as teams leverage their collective expertise to produce outstanding work. Therefore, bridging the gap in soft skills and fostering effective interdisciplinary communication and collaboration is key to unlocking the full potential of our students in the Virtual Production realm.
Some students chose to stick with roles they were familiar and passionate about, while others embraced the opportunity to explore new ones. They not only contributed creatively to the shoot but also took on technical responsibilities. However, access to XR studios remains challenging for students due to high expenses. Many universities cannot afford large LED screens for VP studios, and internship opportunities in the industry are limited, hindering students’ ability to gain hands-on experience in VP. Therefore, this opportunity was groundbreaking for them, exposing them to professional-grade equipment they had not encountered before. For example, a 3D student artist took on various responsibilities such as Pre-vis, scene creation with Unreal Engine, real-time adjustments during the shoot, and control of LED screens on the ceiling and sidewalls. Despite facing challenges, such as having to rebuild environments in a different software version, the artist remained calm and focused on finding solutions, resulting in quick and smooth adjustments during the shoot. Other students had the opportunity to gain hands-on experience in calibrating cameras, utilizing cameras in motion, and mastering tracking techniques. Since these were new skills for the majority of students, trainers were on hand to provide detailed explanations and guidance. Additionally, trainers shared their expertise in camera control, empowering students to achieve their desired results and objectives using equipment in various ways. Despite the predominantly traditional filming process, the team improvised as necessary to adhere to the schedule while aligning with the pre-workshop script, storyboard, and time sheets. They also addressed challenges such as Unreal Engine latency, real-time motion camera capture, and lens focus synchronization. Students were particularly impressed by the creative freedom afforded to them, enabling them to envision and construct their own worlds using technology without being constrained by set limitations.
In summary, experience over four days on set underscored the critical importance of a cohesive and adaptable team. Team members must seamlessly switch between traditional film roles while maintaining a keen awareness of the tasks at hand. This synergy and collaborative environment are essential not only in studio productions but also in educational settings for the advancement of Virtual Production (VP). Students need a broad understanding of various roles and, more importantly, the soft skills necessary to navigate challenges and communicate effectively. The primary challenge lies in developing these soft skills within our students. While they possess a solid foundation in hard skills like background creation and audio engineering, transitioning to VP introduces them to a new dynamic requiring collaboration with peers from diverse backgrounds. This shift presents immediate challenges as students accustomed to traditional media norms encounter different interpretations of roles, such as that of a producer. Understanding the unique requirements and expectations of roles like Director of Photography (DOP), director, producer, programmer, artist, and virtual camera operator becomes a significant hurdle.
On the other hand, the rapid pace of technological advancement presents a significant challenge for educational institutions. With platforms like Unreal Engine updating frequently and new hardware constantly entering the market, it’s essential to ensure that curriculum remains current and relevant. Maintaining strong connections with industry partners and participating at relevant conferences, seminars, presentations and festivals in creative visual industry is crucial. Engaging with professionals and organizations in the field provides insights into emerging trends and technological developments, enabling us to adapt our programs accordingly. Additionally, establishing internship programs in virtual production studios would allows students to gain hands-on experience and practical skills directly applicable to their future careers. Collaborating with educational institutions on research projects drives innovation in virtual production technology, benefiting both industry and academia while providing students with valuable research experience. Open conversations about industry needs can guide educational institutions in better preparing their students. Therefore, initiatives should involve industry professionals to ensure alignment between education and industry requirements.
To conclude, VPSN workshops have led teachers and students from IPCA, Nord, and TAW to have a deeper understanding of how Virtual Production is related to their education and can better comprehend various possibilities of its applications. They have a better understanding of the workflow of virtual production, its pipeline, and production methodologies for 3D assets and environments, and the basics of virtual sets that will bring productions to life. Virtual Production is now seen as a viable option for specialization, particularly for those who have had the opportunity to access the studio, receive relevant teaching guidelines and materials, and establish a closer partnership with BUas, a leading education institution in Europe working with Virtual Production. The project partners have an advantageous position as early adopters of new technology, having the possibility to determine the most effective ways to engage with this costly technology, which may otherwise be challenging due to the high costs associated with accessing the studio in the industry.
Industry partnership is particularly important for the research activities, to understand what the needs of the industry are, and later on, particularly relevant when developing the training materials for students. The project team aims for participants from Virtual Production workshops to become project ambassadors, sharing their experiences and new learnings from the workshop with relevant networks, seminars, and events.
Results
In summary, the VPSN project provided an exceptional opportunity for students from diverse backgrounds across four different countries to undergo real-world studio environment training, a feat that would have been scarcely attainable without the financial backing of the Erasmus+ program, given the high associated costs of LED volumes. The primary research findings highlighted the critical importance of soft skills—such as effective team communication, role comprehension, and mutual support—when engaging with Virtual Production technology. Moreover, the project underscored the significance of educators and mentors in guiding students through both technical and interpersonal aspects of the Virtual Production experience. To optimize time management, complex technical challenges were efficiently addressed with assistance from the technical staff at Breda University.
Moving forward, the project team aims to sustain collaboration with Breda University of Applied Sciences, organizing workshops for both educators and students. An area for potential enhancement in Virtual Production practice lies in fostering clearer daily structures, delineating shot requirements, and enhancing pre-filming preparations. Emulating real studio environments more closely and introducing additional constraints akin to those encountered in professional film production can better equip students with the requisite qualifications.
Conclusions
In conclusion, this qualitative study highlights the positive impact of virtual production workshops on participants’ collaboration, creativity, and overall satisfaction. Virtual production workshops offer a unique and immersive experience that enables individuals to work together in virtual environments, leading to enhanced creativity and idea generation. Further research in this area is needed to explore the full potential of virtual production workshops and their impact on various industries and populations.
The findings of this study revealed that virtual production workshops have a positive impact on participants’ collaboration and creativity. Participants reported that the virtual environment allowed for greater flexibility and freedom in their creative processes, leading to enhanced collaboration and idea generation. Additionally, participants expressed a high level of satisfaction with the workshop, citing the immersive nature of the virtual environment and the ability to work with others in real-time as key factors contributing to their positive experiences.
Acknowledgements
We are thankful to all our colleagues and partners The Animation Workshop, VIA University College, Polytechnic Institute of Cávado and Ave university, Breda University of Applied sciences and Nord university who participated in the Virtual Production Studio Network Project. Grateful for all their contributions to all the projects methodology, assistance in depth research and collection of our primary data. Moreover, thank you to Erasmus + KA2 for the financing of the project, without them this opportunity for students and teachers would not be available.
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