Rapid Development of a Low-cost Web-based 360 Virtual Tour

Maria Insa-Iglesias, Mark D. Jenkins and Gordon Morison

Department of Computing, Glasgow Caledonian University, Glasgow, U.K.

Keywords:

360 Virtual Tour, Open Source Code, Web-based Application.

Abstract:

The use of 360-degrees Virtual Tour (VT) is a common practice in the education and tourism sector. It has

recently gained popularity given the beneﬁts of bringing physical spaces into a 360-degrees experience that

can be explored in a simple and intuitive manner. Due to Covid-19, many Organisations wish to utilise im-

mersive 360 technologies but many cannot afford it. In this paper, a 360-degree VT pipeline is proposed to

allow Organisations to develop a VT that can compete in functionality with other sophisticated VT. Users

with minimal coding experience are able to develop a low-cost web-based VT using a 360 camera, the Open

Source tool Marzipano, the developed software framework and documentation from the GitHub repository.

The contribution of this work is both the software framework, which complies with the Web Content Access-

ibility Guidelines (WCAG), for use with the Marzipano tool and a University case study along with a user

evaluation to demonstrate the effectiveness of the approach. The usability evaluation run with the stakeholders

demonstrates the acceptance of this 360 experience to allow new students to get a 360-degrees view of the

GCU Glasgow Campus.

1 INTRODUCTION

The use of internet has exploded with the outbreak of

Covid-19 and the business and education sector have

moved face-to-face events into an online format. Like

many other Universities in the UK, Glasgow Caledo-

nian University (GCU) have joined online teaching

platforms to run lectures and staff meetings, as well

as, promotional events such as Open Days to recruit

future student. Although Virtual Open Days are still a

great option to explore what the University has to of-

fer, students cannot experience a walk around the Uni-

versity facilities. As a result, many Universities have

included Virtual Tour (VT) to their website providing

a 360-degrees experience of a campus

1 2 3

VT is a trend in the education and tourism sec-

tor, bringing physical spaces into a virtual 3D envir-

onment that can be explored by a broad audience in

a simple and intuitive manner. It is demonstrated that

users tend to stay on the website longer when a VT

is presented (Milano et al., 2011). Many Organisa-

tions have invested in the creation of web-based VT

(Cho et al., 2002). It is demonstrated the the bene-

https://uh.edu/campus-life/

https://iviewd.com/gdgsignature/

https://www.reading.ac.uk/VirtualTour/student-

services/tour/?indexstart=1

ﬁts of 360-degree content in the tourism sector for

evaluating your next holidays destination (Guttentag,

2010; Vishwakarma et al., 2020). Many Museums

have also embraced VTs to offer a small taste of what

is presented in the Museum before user visit it (Ka-

bassi et al., 2019). Similarly, University VTs allow

students to evaluate University destinations navigat-

ing through a 360-degrees experience of the teach-

ing facilities, library, student rooms and shared open

spaces (Shen et al., 2020). This can inﬂuence posit-

ively to student’s application decision, making cam-

pus tour one of the best recruiting tools for prospect-

ive students (Mendolia-Moore, 2019).

Many Universities in the UK provide VT and

video tours

. With the outbreak of Covid-19, VT have

gained more popularity (Google Trends, 2012). Nev-

ertheless, in uncertain times due to student numbers

and other ﬁnancial pressures, not all Universities can

afford the cost to have a tour created or have the in

house experience to have one developed, especially

those Universities which have a large and spacious fa-

cilities. VT companies charge depending on the tech-

nology utilised to capture 360-degrees images, the VT

features, and number of spaces required to capture.

Finding a low-cost method so that Universities, Mu-

https://www.ucas.com/undergraduate/what-and-

where-study/open-days-and-events/virtual-tours

Insa-Iglesias, M., Jenkins, M. and Morison, G.

Rapid Development of a Low-cost Web-based 360 Virtual Tour.

DOI: 10.5220/0010176703150322

In Proceedings of the 16th International Conference on Web Information Systems and Technologies (WEBIST 2020), pages 315-322

ISBN: 978-989-758-478-7

315

seums and other Organisations can build their own

360-degrees experience with minimal coding exper-

ience would be beneﬁcial to many sectors.

.zip

index.js

data.js

index.html

other...

Drag to rotate

GitHub

index.js

data.js

index.html

other...

Figure 1: The Design and Development phase of the 360-

degrees VT pipeline proposed. This phases involves: the

image acquisition and image editing (1); the web devel-

opment that consists of uploading the 360 images to Mar-

zipano Tool, export the web-application ﬁles (2), and then

implementing the extra functionality copying the software

framework developed (3); the publication of the VT using a

web server.

This paper proposes a 360-degrees VT pipeline

that allows users, who have no prior coding experi-

ence, developing a low-cost web-based 360 VT that

can compete with sophisticated VTs created by ex-

perts. The pipeline proposes guidance to develop

a web-based 360 Virtual Tour using a JavaScript

API called Marzipano and implementing the soft-

ware framework published

as part of the contribu-

tion. The HTML, JavaScript and CSS software frame-

work developed integrates extra functionality to the

VT proposed by Marzipano Tool by complying to

the Web Content Accessibility Guidelines (WCAG)

(level AA) (W3C, 2018). In addition, this papers in-

troduces recommendations from the purchase of a 360

Camera to web hosting the VT. Following the method

proposed, a case study is presented: “360 Virtual Tour

of GCU – Glasgow Campus”

. This work enables

Universities and other Organisations to stay compet-

itive within the evolving landscape embracing 360 VT

technology (Mendolia-Moore, 2019).

The paper structure is as follow. Section 2 dis-

cusses the variety of options to develop a VT like

paying a VT company, paying for an online course

and the different open-source tools available. In ad-

dition, it introduces the challenges when developing

a VT using an open-source tool and the contribu-

tion proposed in this paper. Section 3 presents the

360-degrees VT pipeline that will allow developing

a low-cost web-based VT with minimal coding ex-

perience. It includes the software framework pro-

posed in this work so that users can implement them

in their VT project and acquire extra functionality like

a map page and a variety of hotspots classes. A case

study of GCU Glasgow Campus is presented (Section

4), which demonstrates the applicability of the 360-

degrees VT pipeline proposed. Furthermore, a usabil-

ity evaluation was developed by the team and Univer-

sity students (Section 5). Finally, the paper concludes

with a conclusion and future work section (Section 6).

2 RELEVANT WORK

Many companies are dedicated to developing VTs

(3DVista , 2015) (iViewd, 2017) (Panoskin, 2019).

Other companies provide online courses (Virtual Tour

Pro, 2019) (Udemy, 2015). These services can be

very expensive and may not meet the client require-

ment (Ceulemans et al., 2018).

360 VTs can be developed in a cheaper manner

and customised to client requirement using tools like

Google VR Tour Creator (Google, 2018) and Pannel-

lum (Pannellum, 2015), although those present lim-

ited functionality to compete with the most soph-

https://github.com/Insa-Maria/Virtual Tour.git

http://campus.gcu.ac.uk/

WEBIST 2020 - 16th International Conference on Web Information Systems and Technologies

316

isticated 360 VT. These deliver additional function-

ality paying extra packages. Tools like kprano

(krpano, 2020), Matterport (Matterport, 2020) and

Roundme (Roundme, 2016) allow testing the func-

tionality through a temporary free trial package, how-

ever purchasing a license is required to be able to de-

velop and share a VT.

To our best knowledge, Marzipano

is the only

Open Source tool that allows the design, development

and customisation of VTs, although it requires pro-

gramming skills in JavaScript, HTML and CSS. Mar-

zipano also provides demos which show the possible

functionality that can be developed by who are experi-

enced in JavaScript and Marzipano Tool. It is true that

forums like Quora (Quora, 2010) and Google Groups

(Google Groups, 2017) support experienced and non-

experienced users when encounter coding errors, for

example. However, these forums are used to answer

speciﬁc errors rather than providing detailed guidance

from start to end on your project. Given the capabil-

ity of Marzipano Tool, this work aims at proposing an

Open Source pipeline to develop and custom a low-

cost web-based VT with minimal coding experience

using Marzipano and a 360 camera.

There is work that describes the stages to develop

a 360-degrees experience, yet this work focused on

the usage of non Open Source software increasing

the overall costs of the approach. For example, these

works (Collier III et al., 2017; Wessels et al., 2014)

describe the phases to develop a 3D VT for cultural

heritage industry using different technology from 360

Cameras. These other work (Argyriou et al., 2020;

Ceulemans et al., 2018) propose a set of require-

ments and design considerations for 360 immersive

video. Although these guidelines are beneﬁcial when

exploring the VTs capability, it does not assist non-

expert on the development of a VT. This work aims at

providing a software framework and full documenta-

tion to allow users to rapidly develop their VTs.

3 360 VIRTUAL TOUR PIPELINE

As mentioned before, there are many approcahes to

develop a low-cost web-based VT (Section 1) given

the software, image acquisition technology and deliv-

ery choice to share the VT, among others. The 360-

degrees VT pipeline proposed is designed for those

Organisations that are willing to:

1. Purchase a 360 Camera to capture 360 ima-

ges/videos.

2. Develop a Web-based application to share the VT.

https://www.Marzipano.net/

3. Utilise Marzipano Open Source tool to develop

VT.

This work aims at proposing a methodology to as-

sist those Organisations, which accomplish the above

requirements, developing a low-cost web-based VT.

Being able to develop its own VT will allow Organisa-

tions to update it at any time at no extra cost and util-

ise the 360 camera for other activities like live stream-

ing an event in a 360-degrees experience. The 360-

degrees VT pipeline proposed consists of the follow-

ing phases (see Figure 4): Research, Planning, Design

and Development, Hosting and Feedback. The last

three phases are iterated until obtaining the desired

web-application.

3.1 Research

The only associated cost with the development of

the VT is the purchase of the camera. The camera

choice depends on the budget and speciﬁcation re-

quired. Nowadays, there is a wide variety of 360

camera, which prices range between £250 - £45,000

(Ceulemans et al., 2018). Although there are low-

priced 360 cameras, it is important to consider the im-

age quality as a persuasion value. The higher-quality

content is shown in a 360-degrees experience, the bet-

ter telepresence is perceived by users in a virtual en-

vironment and therefore more persuasion.

Apart from checking the camera features, the fol-

lowing speciﬁcations will allow a better performance

during the image acquisition phase. Battery life and

charging time are two key speciﬁcations, especially

for those Organisations with large and spacious facil-

ities. A longer battery life will allow longer period

capturing images before charging the camera, which

could two times longer longer than the period captur-

ing 360 images.

There are camera extras that are highly recommended

to purchase to ease the development of a high-quality

VT. These are the tripods and monopods. There are

many options depending on the height, base size, ver-

satility to use it on different ground types (e.g. road,

grass, stairs), and image acquisition location (e.g. in-

doors, outdoors or windy outdoors locations). It is

important to consider that the smaller the tripod base

is, the better hidden the tripod will be in the 360 ima-

ges. Having the base of a 360 image covered by the

black frame of the tripod can be disturbing. The Im-

age Editing phase (Section 3.3.2) will cover some tips

how to negate this issue.

Rapid Development of a Low-cost Web-based 360 Virtual Tour

317

Figure 2: The 360 VT of GCU: Interface Design. This ﬁgure shows the web interface design. The control buttons (1)

are situated at the top right that consist of the menu button (top), rotation button (middle) and fullscreen button (bottom).

Clicking the menu button the drop down menu is displayed on the right side of the screen (see Figure 3). Clicking the

informative hotspot (2), an informative panel is displayed (4). Clicking on the link hotspot (3), users explore more University

facilities. The bottom left title (5) is the name of the installation being explored by the user. The link button The control view

buttons (6) are situated at the centre bottom of the screen and clicking on them users can rotate to the side to control the view.

Figure 3: The 360 VT of GCU: George Moore Building. This ﬁgure shows the 360-degrees experience that users have when

entering to George Moore Building. When clicking the video hotspot (play icon coloured in blue), multimedia content is

played. Clicking the link hotspot (white arrow icon), users travel to the Entrance Corridor to explore more facilities.

WEBIST 2020 - 16th International Conference on Web Information Systems and Technologies

318

3.2 Planning

The second step consists of planning the image ac-

quisition phase, which will optimise the time spent

ﬁlming all facilities. The planning consists of creat-

ing a detailed list of all facilities to be captured and

specify the following timings: walking to the facil-

ity, room set up, ﬁlming time and room closure. De-

pending on the dimension and location of the facilit-

ies, timings will change considerably. Table 1 shows

a schedule reference when setting times for standard-

size facilities like teaching labs (Case A), and for big-

size facilities like a sports and library hall (Case B).

Such a plan allows the uses to calculate approx-

imately the usage time of the camera, and therefore

estimate the number of facilities able to ﬁlm before

the camera's battery ﬁnished. This planning allows

for development of an approximate schedule with the

enter and exit time to each facility.

Table 1: This table shows the timings considered to approx-

imate the time needed to ﬁlm the GCU facilities.

Task Case A (min) Case B (min)

Walk to facilities 5 10

Set up 10 20

Image Acquisition 5 15

Closure 10 10

Total 30 min 55 min

3.3 Design and Development

This phase comprises (see Figure 1) the Image Ac-

quisition, Image Editing and Web Development.

3.3.1 Image Acquisition

This phase consists of capturing 360 images of the

facilities required following the schedule established.

The following considerations will enhance user's tele-

presence in a room: positioning the camera at the cen-

ter of the facility, setting the camera height at the hu-

man eyes height, and facing the front lens towards the

point of view you would like users to start exploring

(although it is also recommend to face the camera lens

toward the wall at a close distance for a better images

stitching).

3.3.2 Image Editing

This phase consists of editing the 360 images to re-

move the tripod black frame that appears at the bot-

tom of most of the 360 images. There are many tech-

niques to remove it, for example adding a logo, blur-

ing the image or blending it in the image (see Figure 1

(1)). It is highly recommended to organise the images

in folders, for example, grouping images by build-

ings or ﬂoors, and rename ﬁles sequentially. This

way, when 360 images are uploaded to Marzipano

Tool, these will be uploaded in alphabetically order

and therefore organised by the groups established.

3.3.3 Web Development

This phase consists of uploading the 360 images into

Marzipano Tool. This tool allows anyone to upload

unlimited 360 images, which are processed and added

into a basic web application that is exported as a .zip

folder with the following ﬁles inside a folder called

“app-ﬁles”: data.js, index.html, index.js and style.css

(see Figure 1 (2). The resulted web application has a

limited functionality, but implementing the code de-

veloped in JavaScript, HTML and CSS (see Figure 1

(3), the tour can be transformed into a sophisticated

VT like the one shown in Figure 3 (read Section 4).

3.4 Hosting

The hosting phase consists of ﬁnding the most suit-

able web hosting service to upload the web applica-

tion ﬁles to a server, set a domain and share the web

link to enjoy the 360-degrees experience (see Figure

1 (4)). There are many manners to web hosting a VT

using (a) a traditional method where you pay for a

ﬁxed monthly fee (e.g. Hostgator

or Blue.host

) or

(b) a modern method where you pay for what you use,

in others, you pay depending on the web ﬁles size, the

number of visits to your website and other variables

(e.g. Amazon Web Services (AWS)

3.5 Feedback

The ﬁnal step consists of evaluating the web-based

VT. This involved checking that the VT requirements

established by the Organisations are met, ensuring

that the website complies with the the WCAG (level

AA) (W3C, 2018) making the web content accessible

to wide range of audiences including those with dis-

abilities.

https://www.hostgator.com/web-hosting

https://www.bluehost.com/hosting

https://aws.amazon.com/

Rapid Development of a Low-cost Web-based 360 Virtual Tour

319

Week 1 Week 2 Week 3 Week 4

Research

Planning

Image Acquisition

Image Editing

Web Development

Hosting

Feedback

Figure 4: The Gant Diagram. The case study in the 360 VT

of GCU was developed in four weeks following the pro-

posed 360-degrees VT pipeline.

4 360 VIRTUAL TOUR OF GCU

This section presents “360 Virtual Tour of GCU –

Glasgow Campus”, a case study that demonstrates

the applicability of the 360-degrees VT pipeline pro-

posed.

With the Covid-19 outbreak, GCU's Department

of Computing reassessed the goals for the academic

year and designed a plan to invest in a 360 camera to

develop a low-cost web-based VT. The GCU 360 VT

was developed in four weeks (see Figure 4), produ-

cing a 360-degrees experience that allows future stu-

dents to navigate and explore the facilities of the Glas-

gow campus, thus helping students to gain a better

perspective of the campus in these times where Open

Days are online.

The 360 camera utilised in this case study was a

Ricoh Theta V along with an Insta360 One X invis-

ible selﬁe stick and a mini tripod to mount the selﬁe

stick. Several online meetings with “Marketing and

Recruitment” manager and GCU Schools head of de-

partment were run until the ﬁnal list of facilities re-

quired to ﬁlm was agreed. In addition, the following

functional requirements were agreed:

• The tool should provide a Campus Map

• The tool should guide students from the Campus

entrance to the main facilities

• The tool should allow users navigate into the main

facilities and interact with elements such as in-

formative panels and videos

In this time of social-distancing measures, plan-

ning the image acquisition schedule was essential to

inform Security Team when and for how long it was

required accessing to each building. This allow us to

obtain access to GCU earlier than expected. In four

days with shifts of six hours every day including two

hours to charge the camera's battery, the team capture

360 images of around 140 environments distributed

along 9 buildings.

The images were edited adding GCU logo at the

bottom of all 360 images, renamed and organised by

Campus buildings. After uploading the ﬁles in Mar-

zipano Tool and exporting the web application ﬁles,

the software framework proposed in this paper was

implemented to acquire the additional functionality:

• Campus map: this map (see Figure 5) provides an

overview of the Glasgow Campus buildings and

Campus entrances. Implementing new code lines

to the index.html, index.js and data.js, a new class

of hotspot was acquired to link the map with the

building entrance when clicking on the building

hotspot.

• Video Hotspots: the basic functionality proposed

in Marzipano Tool consists of two type of inter-

active hotspot: an informative hotspot and a link

hotspot to navigate to the following 360 images

(see Figure 2 (2) and (3) respectively). In addition

to the building hotspot class, the code developed

in index.js and data.js ﬁles introduces a video hot-

spot class that displays a multimedia content rel-

evant to the environment along many 360 images.

• Accessible Dropdown Menu: the vertical menu

proposed by Marzipano is a single level list and

do not provide the guidelines to group 360 ima-

ges, especially when VTs have large number of

images. Given that the 360 VT of GCU included

around 140 images (an image per room except

those large rooms like the library where 2 images

were taken), the code proposed in index.html in-

troduces a solution to this complying the WCAG

standards.

The team decided to use a web server for web-

hosting the VT as a static website using Amazon

Simple Storage Service (Amazon S3).

5 USER EVALUATION

Members from the “Marketing and Recruitment”,

the “Student Engagement and Communications” and

“School of Computing” Department evaluate the us-

ability of the VT. A total of 8 people (4 GCU stu-

dents and 4 GCU staff members) participated. Due to

Covid-19, the interview was conducted via videocall.

Each participant joined the videocall individually.

The study consisted of an initial description of 360

immersive technologies, followed by a testing of the

web-based VT of GCU. The link

was shared via the

http://campus.gcu.ac.uk/

WEBIST 2020 - 16th International Conference on Web Information Systems and Technologies

320

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Figure 5: The 60 VT of GCU: Campus Map. This ﬁgure shows the main Campus entrances and building marked with an

interactive arrow and location icon, respectively. Clicking on the icon, users navigate through the facilities simulating what it

would be a Campus walking tour. This map page allows users go back once they ﬁnish exploring a building.

videocall chat and they had 10 minutes to explore the

360 experience. After, participants required to discuss

the good and bad practices when utilising the web-

based VT interface.

The feedback delivered was very positive by all

participants. They saw the positive impact of the web-

based VT to allow new students to get a 360 view of

our GCU campus, roam around the library building,

classrooms and main social spaces. “Overall I think

it looks brilliant!” and “I found it easy to navigate!

I like that when you select a building from the drop

down menu, it allows you to select different areas that

are found there”.

Nevertheless, they identiﬁed points of improve-

ment. Some students were confused when trying

to return to the Campus Map after exploring a buil-

ding: “I was a bit confused about how to return to the

map(...) it would be slightly easier to have a click

link back to the map rather than having to go into

the three lines at the top and get back to the map that

way”. They suggested that having a button similarly

to the fullscreen button would be helpful to back to the

Campus Map “rather than having to go into the three

lines at the top and get back to the map that way”.

GCU staff members suggested as future work the

need to make the web-based VT accessible using dif-

ferent devices, such as phones. Although it works in a

wide variety of browsers and devices, some function-

ality is limited in smartphones. One of the students

suggested: “It would be good to say what’s in each of

the buildings like for example where it’s got “George

Moore Building” having like “Campus Life Desk” be-

cause realistically students are not just going to know

it”. Although this information is covered through the

360 images of Campus Open Areas, adding informat-

ive panels describing the main facilities in each buil-

ding in the Campus Map page would cover such sug-

gestion.

6 RESULTS AND FUTURE WORK

The contribution presented is a 360-degrees VT

pipeline that allows Organisations such as Univer-

sities to quickly develop a low-cost web-based VT,

just investing in purchasing a 360 camera and pay-

ing a monthly fee for a web hosting the VT. The case

study “360 Virtual Tour of GCU – Glasgow Cam-

pus” demonstrates the applicability of the pipeline.

This will enable many Universities to provide a 360-

degrees experience of a Campus visit, similarly to

face-to-face Open Days, and being at the same level

to their competitors.

The future work of this project involves the de-

velopment of a instruction in the GitHub repository.

Such GitHub repository will provide a detailed de-

Rapid Development of a Low-cost Web-based 360 Virtual Tour

321

scription of pipeline phases, including: (i) the com-

parison table of 360 camera ranked by speciﬁcations

to assist users on the camera choice, (ii) the de-

tailed schedule utilised during GCU image acquisi-

tion phase, (iii) the tutorials followed to edit 360 ima-

ges, (iv) a step-by-step of the code edited to obtain a

complete VT functionality, (v) tips for selecting the

most appropriate web hosting service and (vi) feed-

back provided by the team. In addition, the GitHub

repository will be helpful for those Organisations who

need support following the pipeline proposed. To

demonstrate the effectiveness of the pipeline, a usab-

ility study to evaluate the effectiveness of the web-

based instructions to develop a low-cost web-based

VT will also be included.

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