Abstract: Techniques are provided for creating a virtual environment that can be used for virtual trainings. The virtual environment is configured so that the environment can be viewed using a head-mounted display. A computer system can receive a learning objective from a client and the computer system can present the client with a series of question strings about the objective. Based on answer strings received from the client, the computer system can add skill frameworks, interactive frameworks, positional information, and timing information to fields in a training plan table. The computer system can receive visual content from the client or retrieve visual content from a visual content database. Using the training plan table, interactive frameworks can be added to visual content to produce a virtual environment.

Abstract: Techniques are provided for creating a virtual environment that can be used for virtual trainings. The virtual environment is configured so that the environment can be viewed using a head-mounted display. A computer system can receive a learning objective from a client and the computer system can present the client with a series of question strings about the objective. Based on answer strings received from the client, the computer system can add skill frameworks, interactive frameworks, positional information, and timing information to fields in a training plan table. The computer system can receive visual content from the client or retrieve visual content from a visual content database. Using the training plan table, interactive frameworks can be added to visual content to produce a virtual environment.

Abstract: Techniques are provided for creating a virtual environment that can be used for virtual trainings. The virtual environment is configured so that the environment can be viewed using a head-mounted display. A computer system can receive a learning objective from a client and the computer system can present the client with a series of question strings about the objective. Based on answer strings received from the client, the computer system can add skill frameworks, interactive frameworks, positional information, and timing information to fields in a training plan table. The computer system can receive visual content from the client or retrieve visual content from a visual content database. Using the training plan table, interactive frameworks can be added to visual content to produce a virtual environment.

Abstract: Techniques are provided for creating a virtual environment that can be used for virtual trainings. The virtual environment is configured so that the environment can be viewed using a head-mounted display. A computer system can receive a learning objective from a client and the computer system can present the client with a series of question strings about the objective. Based on answer strings received from the client, the computer system can add skill frameworks, interactive frameworks, positional information, and timing information to fields in a training plan table. The computer system can receive visual content from the client or retrieve visual content from a visual content database. Using the training plan table, interactive frameworks can be added to visual content to produce a virtual environment.

Abstract: Techniques are provided for creating a virtual environment that can be used for virtual trainings. The virtual environment is configured so that the environment can be viewed using a head-mounted display. A computer system can receive a learning objective from a client and the computer system can present the client with a series of question strings about the objective. Based on answer strings received from the client, the computer system can add skill frameworks, interactive frameworks, positional information, and timing information to fields in a training plan table. The computer system can receive visual content from the client or retrieve visual content from a visual content database. Using the training plan table, interactive frameworks can be added to visual content to produce a virtual environment.

Abstract: Embodiments can use a model for training according to embodiments of the present disclosure. In some embodiments, a model can be created from actual video. The model can be a spherical video. In this manner, users can be immersed in real situations, and thus the user can get more experience than the user otherwise would have had. Various technical features can be provided for enhancing such a system, e.g., synchronization of pointers on two screens, camera rigs with extended view to allow the camera rig to be placed further from a location of the players, analytics for rating users and controlling playback of a next play (action interval), and for allowing a user to feel translation while in a model.

Abstract: Embodiments can use a model for training according to embodiments of the present disclosure. In some embodiments, a model can be created from actual video. The model can be a spherical video. In this manner, users can be immersed in real situations, and thus the user can get more experience than the user otherwise would have had. Various technical features can be provided for enhancing such a system, e.g., synchronization of pointers on two screens, camera rigs with extended view to allow the camera rig to be placed further from a location of the players, analytics for rating users and controlling playback of a next play (action interval), and for allowing a user to feel translation while in a model.

Abstract: Embodiments can use virtual reality (VR) for sports training according to embodiments of the present disclosure. In some embodiments, a VR model can be created from actual video of players. The VR model can be a spherical video. In this manner, players can be immersed in real situations, and thus the player can get more experience than the player otherwise would have had. Various technical features can be provided for enhancing such a system, e.g., synchronization of pointers on two screens, camera rigs with extended view to allow the camera rig to be placed further from a location of the players, analytics for rating players and controlling playback of a next play (action interval), and for allowing a user to feel translation while in a spherical video.

Abstract: Embodiments can use virtual reality (VR) for sports training according to embodiments of the present disclosure. In some embodiments, a VR model can be created from actual video of players. The VR model can be a spherical video. In this manner, players can be immersed in real situations, and thus the player can get more experience than the player otherwise would have had. Various technical features can be provided for enhancing such a system, e.g., synchronization of pointers on two screens, camera rigs with extended view to allow the camera rig to be placed further from a location of the players, analytics for rating players and controlling playback of a next play (action interval), and for allowing a user to feel translation while in a spherical video.