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A review of research on 360-degree video and its applications to education
Journal of Research on Technology in Education
Abstract
360-degree video is an emerging technology that creates virtually authentic learning environment. It has received considerable attention in the last few years. Nevertheless, not many scholars have reviewed research articles on this technology and its applications in education. This study intends to address this gap. To this end, fifty-two research articles published in the last five years on 360-degree video and its applications in the field of education are reviewed. The study focuses on (1) the tools used in the reviewed research, (2) the theories that were used to frame reviewed research, (3) the methodology used to collect the data, and (4) the findings reported in the reviewed research. In this study, we report the results and make several implications and suggestions for educators and researchers in the field.
Supplemental data for this article is available online at https://doi.org/10.1080/15391523.2021.1928572 .
... One convenient and cost-effective way to provide learners with such immersive experiences is through 360 videos (e.g., Pirker & Dengel, 2021), which can be described as VR media that provide users with immersive experiences, especially when viewed with head-mounted displays or cardboards (e.g., Di Natale et al., 2020;Snelson & Hsu, 2020). The increasing commercialization and thus availability of 360 videos has led to the growing use of such immersive technologies in educational contexts (e.g., Ranieri et al., 2022), as reflected in the recent publication of several literature reviews in this area (Snelson & Hsu, 2020;Pirker & Dengel, 2021;Ranieri et al., 2022;Shadiev et al., 2022;Evens et al., 2023;Rosendahl & Wagner, 2024), all of which suggest many promising potential benefits of 360 videos for learning, such as increased engagement, enjoyment, interest, and motivation in a variety of domains. ...
... Against this background, the present study investigates the effectiveness of both a training intervention for emotion regulation strategies and for collaboration with regard to students' processing of immersive and emotionalizing history-related 360 videos. 1 By investigating instructional conditions (i.e., collaboration and training in cognitive and emotion regulation strategies) for effective learning with history-related 360 videos, the present study addresses a shortcoming of history education research and seeks to contribute to filling relevant gaps in the research on immersive learning. Specifically, in research on immersive learning in general and with 360 videos in particular, there is a need both for studies that base their instructional approaches on relevant learning theories (Rosendahl & Wagner, 2024;Shadiev et al., 2022) and for 'value-added studies' (see the review on learning with augmented reality by Buchner & Kerres, 2023) that investigate the circumstances under which learning with the increasingly available immersive technology can work (Snelson & Hsu, 2020;Ranieri et al., 2022). The latter need arises in particular from the fact that the majority of previous studies have focused on media comparisons, with the effects of immersive technologies on learning being compared with other, less immersive or non-immersive types of media. ...
... In a metaanalysis of 35 (quasi-)experimental studies, Wu et al. (2020) concluded that positive cognitive effects of VR with head-mounted displays are rather small, and a literature review of 21 (quasi-)experimental studies by Jensen and Konradsen (2018) indicated that the cognitive effects of VR refer to rather less complex cognitive skills, such as remembering or understanding facts (for a review, see Jensen & Konradsen, 2018). Moreover, the evidence is likewise unclear with regard to the cognitive effects of 360 videos (for reviews, see Rosendahl & Wagner, 2024;Snelson & Hsu, 2020), while research findings are more consistent with regard to the motivational (e.g., interest and engagement) and emotional (e.g., enjoyment and satisfaction) potential of 360 videos (Snelson & Hsu, 2020;Pirker & Dengel, 2021;Ranieri et al., 2022;Shadiev et al., 2022;Evens et al., 2023;Rosendahl & Wagner, 2024). Against this background, it is reasonable to assume that learning with immersive technologies may evoke differential effects in learners, insofar as positive motivational and emotional effects may emerge, whereas cognitive effects may be small, limited, or non-existent. ...
Background
With the increasing availability of immersive technologies such as 360° videos for educational purposes, research needs to shift from media comparison studies to value‐added studies in order to identify conditions for effective learning with such technologies. For the educational use of history‐related virtual reality media, which are characterized by immersion and emotionalization, instructional approaches that promote cognitive and critical rather than emotional processing of the content are required.
Objectives
Drawing on research on self‐regulated learning, emotion regulation, and collaborative learning, the present value‐added study examines whether (1) strategy training in cognitive and emotion regulation strategies and (2) collaboration can enhance students' cognitive processing of history‐related 360° videos.
Methods
In a quasi‐experimental study with school students (N = 157), we compared the effects of training addressing cognitive and emotion regulation strategies with training focusing on cognitive strategies alone. Before and during each of the two types of training, students were asked to either collaboratively or individually analyse a history‐related 360° video.
Results and Conclusions
Training in cognitive strategies alone promotes cognitive processing of 360° videos, while combined training leads to more emotional processing. Collaboration helps students to analyse a history‐related 360° video in a cognitive and reflective way before training and to acquire the cognitive strategies during the training. After training, however, students who had previously collaborated processed the video more emotionally than students who had previously worked alone. This study highlights the importance of tailored instructional approaches to maximize the educational potential of immersive technologies in history education.
... Based on the findings from the literature reviews and meta-analyses, it is evident that 360° videos generally exhibited a positive, though moderate, impact on learning, particularly in enhancing both declarative and procedural knowledge [17,42,43], though neutral and negative impacts were also reported [31]. Furthermore, the use of HMDs, in comparison to other display modes, significantly improved learning outcomes [17]. ...
... Positive effects have been observed regarding user experience, learning outcomes, and motivation, with the latter being directly correlated to the level of immersion provided [31,40]. Positive effects were also reported on attitudes toward 360° videos [43], along with enhanced enjoyment and positive emotions [16,40]. Furthermore, increased engagement was also documented [17,40]. ...
... This term encapsulates symptoms of intense discomfort, disorientation, vertigo, and nausea associated with the use of HMDs, and it has a negative impact on the learning experience (e.g., [37]). Regarding ease of use, studies have shown that users report no significant difficulties [43], although some usability issues persist with low-tech HMDs [48]. Finally, instances of increased cognitive load and technical problems have been observed [43]. ...
In recent years, 360° videos have gained the attention of researchers investigating their educational potential. Given the ongoing debate about their impact on learning, particularly with young students, where existing research is minimal, a comprehensive study was conducted to evaluate their effectiveness relative to other media forms. The study followed a within-subjects design and involved 44 kindergarten students learning about wild animals over nine sessions. The 360° videos were compared to printed materials and conventional videos. Evaluation tests were used for measuring knowledge acquisition, while questionnaires were used for collecting data related to students' motivation, enjoyment/positive feelings, immersion, and ease of use. The findings suggest that, compared to printed materials, 360° videos enhance knowledge acquisition. However, this advantage does not extend to comparisons with conventional videos. Similarly, while enjoyment and motivation were higher for 360° videos compared to printed materials, they did not surpass those associated with conventional videos. Despite their potential, 360° videos were deemed the least easy to use, likely due to the employment of low-cost HMDs. Immersion emerged as the only factor where 360° videos excelled, demonstrating a notable influence on learning outcomes. The implications of the study are also discussed.
... Based on the findings from literature reviews and meta-analyses, it is evident that 360 o videos generally exhibited a positive, though moderate, impact on learning, particularly in enhancing both declarative and procedural knowledge (Li et al., 2022;Ranieri et al., 2022;Shadiev et al., 2022), though neutral and negative were also reported (Rosendahl & Wagner, 2024). Furthermore, the use of HMDs, in comparison to other display modes, significantly improved learning outcomes (Ranieri et al., 2022). ...
... This term encapsulates symptoms of intense discomfort, disorientation, vertigo, and nausea associated with the use of HMDs, and it has a negative impact on the learning experience (e.g., Rupp et al., 2019). Regarding ease of use, studies have shown that users report no significant difficulties (Shadiev et al., 2022), although some usability issues persist with low-tech HMDs . Finally, instances of increased cognitive load and technical problems have been observed (Shadiev et al., 2022). ...
... Regarding ease of use, studies have shown that users report no significant difficulties (Shadiev et al., 2022), although some usability issues persist with low-tech HMDs . Finally, instances of increased cognitive load and technical problems have been observed (Shadiev et al., 2022). ...
In recent years, 360o videos have gained the attention of researchers investigating their educational potential. Given the ongoing debate about their impact on learning, particularly with young students where existing research is minimal, a comprehensive study was conducted to evaluate their effectiveness relative to other media forms. The study involved 44 kindergarten students learning about wild animals over nine sessions. The 360o videos were compared to printed materials and conventional videos to measure knowledge acquisition, motivation, enjoyment/positive feelings, immersion, and ease of use. The findings suggest that, compared to printed materials, 360o videos enhance knowledge acquisition. However, this advantage does not extend to comparisons with conventional videos. Similarly, while enjoyment and motivation were higher for 360o videos compared to printed materials, they did not surpass those associated with conventional videos. Despite their potential, 360o videos were deemed the least easy to use, likely due to the employment of low-cost HMDs. Immersion emerged as the only factor where 360o videos excelled, demonstrating a notable influence on learning outcomes. The implications of the study are also discussed.
... In education, studies on 360-degree videos often draw from theories like situated learning and social learning (Shadiev, Yang, et al., 2022). Lave and Wenger (1991) emphasized that effective learning occurs when classroom content seamlessly integrates with real-world applications-a challenge that 360-degree videos can address by providing diverse, authentic learning contexts. ...
... Several researchers contribute to comprehensive reviews of the utilization of 360-degree videos. For instance, Shadiev, Yang, et al. (2022) analysed 52 studies, detailing their tools, theories and educational findings. In health and social care education, Blair et al. (2021) identified its significant role in enhancing skill acquisition, confidence and satisfaction. ...
... To identify possible sources of heterogeneity, we conducted moderator analysis using the random-effects model to identify whether the effectiveness of 360-degree video on students' learning outcomes and non-cognitive outcomes varied based on specific characteristics of each study. The selected moderators are based on previous meta-analysis classifications and key themes extracted from the educational reviews of 360-degree videos (Shadiev, Yang, et al., 2022;Snelson & Hsu, 2020). ...
A 360‐degree video offers a novel visual experience for education. This immersive experience not only amplifies students' engagement and curiosity but also assists them in delving into and comprehending intricate concepts from a multitude of viewpoints. Given its novelty, there is a relative shortage of studies on 360‐degree video's overall effectiveness in education. This study conducted a meta‐analysis of 49 peer‐reviewed articles. Utilizing a random‐effects model to compute effect sizes (ES), the results showed that 360‐degree videos have a moderate impact on both learning (Hedges' g = 0.525) and non‐cognitive outcomes (Hedges' g = 0.527), with notable heterogeneity observed across the studies. Furthermore, the studies were coded to examine the moderating effects of their characteristics, such as the level of education, the field of education, the display types, experimental design, the sample size and the control treatment. The findings suggest a medium effect of 360‐degree videos on knowledge acquisition and a smaller effect on task performance. In terms of non‐cognitive outcomes, the least impact was noted in the domain of social and emotional qualities, while the most significant impact was in attitudes and beliefs. Based on these findings, the study proposed future research directions focusing on enhancing teaching strategies and improving research designs concerning the use of 360‐degree videos in educational contexts.
Practitioner notes
What is already known about this topic
360‐degree videos in education are notable for their authenticity, flexibility and accessibility.
They enhance learners' sense of presence, deepen understanding of subject matter and improve non‐cognitive skills.
360‐degree videos have produced mixed results on learning and non‐cognitive outcomes.
What this paper adds
360‐degree videos have a medium effect on students' learning outcomes (g = 0.0.525) and non‐cognitive outcomes (g = 0.0.527).
Significant heterogeneity is observed in the effects of 360‐degree videos on both learning outcomes and non‐cognitive outcomes.
In terms of non‐cognitive outcomes, 360‐degree videos have the smallest effect size in the social and emotional qualities domain.
Identifying key moderators that influence the effectiveness of 360‐degree videos, including participants' education levels, field of application, sample sizes, display types, experimental designs and control treatment.
Implications for practice and/or policy
Enhance social and emotional learning with 360‐degree video, and aid in understanding and managing emotional experiences.
Develop learning strategies that align with the unique characteristics of different subjects.
Teacher‐assisted approaches are encouraged to support learning and teaching in formal educational settings with structured courses.
Multimodal data can be collected for analysis in future research to explore the learning process.
... This software can allow the use of input devices such as a mouse or keyboard to control the view of the video (Argyriou et al., 2020). In recent years, it is seen that the interest in these videos has increased due to the introduction of features related to 360-degree videos on platforms such as Google, Facebook, Youtube and Vimeo, and the cheap and easily accessible devices (HMD, mobile devices, etc.) that enable virtual reality experience (Hanhart et al., 2018;Shadiev et al., 2022). Although some educators claim that these videos are costly to create (Fraustino et al., 2018;Shadiev et al., 2022), Jiang et al., (2019) stated that this video technology is easy to use and greatly reduces the cost and time associated with content development. ...
... In recent years, it is seen that the interest in these videos has increased due to the introduction of features related to 360-degree videos on platforms such as Google, Facebook, Youtube and Vimeo, and the cheap and easily accessible devices (HMD, mobile devices, etc.) that enable virtual reality experience (Hanhart et al., 2018;Shadiev et al., 2022). Although some educators claim that these videos are costly to create (Fraustino et al., 2018;Shadiev et al., 2022), Jiang et al., (2019) stated that this video technology is easy to use and greatly reduces the cost and time associated with content development. Educators state that learning environments created with 360-degree video technology are effective in overcoming problems related to time and space. ...
... The fact that 360-degree videos offer an authentic learning process to the user allows the utilization of these videos in many fields such as sports sciences, medical sciences, linguistic sciences (Shadiev et al., 2022). Alternatively, related research also emphasizes the importance of the increasing use of digital tools such as 360-degree videos, especially in art, architecture and museum education (Loddo, 2021). ...
This study aims to evaluate the impact of virtual museum applications incorporating 360° videos on student achievement levels. In this context, a specialized educational environment was designed using 360° videos in a museum education course, and the effects on learning achievements were examined. Additionally, students' perceptions of the developed environment were assessed. Employing a mixed-methods approach, the research engaged both quantitative and qualitative methodologies. The sample consisted of students majoring in elementary education (N=32) and preschool education (N=29). The quantitative data collection process followed an experimental model with a post-test control group and a randomized design. Qualitative data were gathered through semi-structured interviews reflecting student opinions. The research findings indicate that virtual museum applications positively influence student achievement levels, particularly noting an enhanced interaction with applications incorporating 360° videos. Moreover, qualitative findings support that students perceive such museum education activities positively, indicating a positive impact on the learning process. Based on the results of this study, the following recommendations are proposed for the effective implementation of virtual museum education with 360° videos: Firstly, design virtual museum activities that align with learning objectives and actively engage students. Secondly, it is crucial to instruct students in navigating virtual museum environments using 360° video technology. Additionally, efforts should be made to provide accessible virtual museum experiences for all students. Future research endeavors may delve into a more detailed exploration of the long-term effects of 360° videos in virtual museum education on student learning and engagement. Furthermore, researchers could broaden their perspective by integrating virtual museum education with other teaching formats, such as field trips and hands-on activities.
... Research methodologies: The research questions in this theme pertain to the analysis of specific research studies, methodologies, and outcomes, as well as the use of VR technology, social networking sites (SNS), and telecollaboration projects. Shadiev et al. [62] explored the methodology used in cross-cultural studies. The general topics theme encompasses two main areas of inquiry. ...
... Emphasize diversity in participants: Educators and researchers need to recognize the significance of including participants from various cultural backgrounds and language groups. Encouraging participation from underrepresented cultural groups and less commonly taught languages will promote diversity and inclusivity [11,40,61,62]. Explore different project set-ups: Educators and researchers need to move beyond traditional monolingual or bilingual models and consider multilingual and lingua franca projects. ...
... 24 Shadiev and Yu (2022) [64] The search for research articles was limited to SSCI journals only; another limitation is that 18 reviewed studies included no information related to theoretical foundations. 25 Shadiev et al. (2021a) [40] Small number of articles, where only the top nineteen SSCI journals excluded conference papers, book reviews, dissertations, etc. 26 Shadiev et al. (2021b) [62] Specific databased and inclusion/exclusion criteria used in our study were limited; we only focused on exploring such aspects as tools, theory, methodologies, and results; performing a meta-analysis in order to statistically test the effectiveness of applications of 360-degree videos on learning outcomes is another promising research direction. 27 Solmaz (2018) [39] 28 Wu (2021) [22] Small number of studies reviewed; limited scope of themes discussed. ...
Technology-supported cross-cultural learning (TSCCL) is essential for effective intercultural communication, fostering global understanding, and facilitating collaboration in an interconnected world. Although previous studies and review articles have explored this field, a comprehensive analysis of trends and key findings in these reviews is lacking. This study aims to fill this gap by conducting a thorough examination of existing review studies. We employed a narrative synthesis approach consisting of three phases: preparation, organization, and abstraction. We selected and systematically reviewed thirty-one review articles published in twenty-five journals between 2003 and 2023. Our findings highlight key aspects of the reviewed articles, such as keywords, databases, selection criteria, theoretical foundations, content analysis, research questions, findings, and limitations related to technology-supported cross-cultural learning. We found that the researchers used various strategies for literature searches, including single, double, or multiple keywords depending on the study’s focus. The most commonly used keywords were telecollaboration, intercultural, communication, competence, language learning, and technology, indicating their significance in current research and practice. The number of papers reviewed varied across studies, as did the timeframe coverage, ranging from a few years to several decades. Researchers employed different databases, with Web of Science, ERIC, Scopus, and Google Scholar being the most popular choices. Inclusion and exclusion criteria were established to ensure methodological rigor and relevance. Theoretical foundations, such as the telecollaboration model and intercultural communicative competence model, were frequently employed. Open coding was the dominant content analysis approach used. Research questions were present in some studies but not explicitly stated in others. These findings shed light on the strategies and considerations used by researchers in conducting review studies on technology-supported cross-cultural learning, providing guidance for future research. The study presents a reference table encompassing all previously published reviews, which can be valuable for future scholars. By gaining insights from past studies and identifying unexplored research avenues, researchers can benefit from this report. Additionally, the implications and suggestions derived from this review study are valuable for educators and researchers in the TSCCL field. This review addresses gaps in the existing literature and contributes to advancing knowledge in the field of TSCCL.
... However, introducing VR-empowered HMDs, such as Oculus Quest, HTC Vive, and Sony PlayStation VR, to individual students is expensive. Moreover, considerable financial investments are required in the technological design and implementation of related virtual learning contents (Li et al., 2023;Shadiev et al., 2022). Thus, the spread of VR use in education, particularly in K-12 settings, has been slow and difficult (Rosendah & Wagner, 2023;Jong et al., 2019). ...
... An increasing number of studies have investigated the educational use of SVVR across K-12 and higher education (Rosendah & Wagner, 2023). However, most of these studies were experimental and episodic in nature and involved one-time and hour-long research (Li et al., 2023;Shadiev et al., 2022). In addition, research in the educational use of SVVR has lacked in two main areas: (i) the paradigmatic integration of SVVR into educational activities for supporting the learning and teaching of statutory curricula and structured lessons in formal schooling settings and (ii) the pedagogical incorporation of the necessary guidance for teachers to support students during SVVR-supported learning. ...
... In fact, recent scholarly reviews on the educational use of SVVR (e.g., Li et al., 2023;Rosendahl et al., 2023;Shadiev et al., 2022) have indicated that increasing research has been conducted on the application of SVVR across K-12 and higher education since 2018, particularly within the domains of language, medicine, natural science, and teacher education. However, despite confirming the beneficial effects of SVVR on student motivation and engagement, there is insufficient evidence that supports the effectiveness or advantages of SVVR with regard to learning success (ibid). ...
... The earliest review by Snelson and Hsu (2020) searched four databases and located 12 studies that used HMDs to present 360 • videos, but they did not find a distinct pattern across studies with regards to the effects of the videos on learning outcomes. A second review focusing on literature from 2015 to 2020 identified 52 relevant studies and found that 360 • video tended to improve learning (Shadiev et al., 2021). A scoping review published by Blair et al. (2021) examined 360 • videos in health and social care education with 14 studies meeting their inclusion criteria. ...
... Interestingly, while we located five existing reviews of 360 • videos, four of the five (Chang & Wu, 2021;Ranieri et al., 2022;Shadiev et al., 2021;Snelson & Hsu, 2020) did not review non-peer-reviewed materials. In addition, only one study quantitatively synthesized the impact of 360 • video on learning outcomes (Chang & Wu, 2021), and as we noted above, not only do we have questions as to how the analysis was conducted, but the study also examined the impact of moderator variables on both affective and cognitive outcomes together. ...
... In a conventional meta-analytic framework, the researcher must choose a single outcome (or calculate a weighted mean and pooled standard deviation of the outcomes) to include in the analysis. Meanwhile, the Blair et al. (2021) 14 Accepted articles from Ranieri et al. (2022) 29 Accepted articles from Snelson and Hsu (2020) 12 Accepted articles from Chang and Wu (2021) 16 Accepted articles from Shadiev et al. (2021) 52 Overall Total 1595 Duplicates Removed 568 Unique Items Screened 1027 3LMA approach can account for dependencies in the data (Assink & Wibbelink, 2016), therefore allowing the researcher to include all of the relevant effect sizes from each study. In other words, the 3LMA approach offers the opportunity to more completely account for the data collected from studies. ...
... In a systematic review, Rosendahl and Wagner (2023) summed up that 360° videos were mainly used for three teaching-learning purposes, including presentation and observation of teaching-learning content, immersive and interactive theory-practice mediation and peer and self-reflection. Additionally, Shadiev et al. (2022) proposed that 360° video technology can be advantageous for facilitation. However, they also stressed the importance of employing more rigorous and scientific methods when researching and reporting on this topic. ...
... It was obvious to us that the use of 360° recording of PE classes, seen through VR glasses (VRO), was a tool that motivated and facilitated reflection and understanding of the task undertaken, echoing conclusions in several studies in similar contexts (Roche et al., 2023;Rosendahl & Wagner, 2023;Shadiev et al., 2022). On comparison with the traditional way of observing in the course -observing students teaching students (RLO) -the informants expressed this in various ways. ...
The ongoing discussion surrounding the incorporation of technology in education has persisted over time. While technology offers significant advantages, such as improved collaboration and access to quality educational materials, it also introduces complexities such as the digital divide and concerns about data privacy, awareness and appropriate use. VR presents opportunities for future teachers to practice decision-making skills in controlled environments, although its effectiveness varies depending on the context and user perceptions. Research indicates that 360° videos enhance reflexivity, support practice and improve observation skills and content knowledge. However, the impact of viewing these videos individually versus in groups remains inconclusive. This study aims to explore students' perspectives on the use of primary school physical education (PE) 360° video recordings and VR technology to enhance reflexivity. To this end, the theory of practice architectures was reviewed to provide a framework for analysing how educational practices interact with wider contexts, while another theory, reflection, helps to examine students' critical thinking and introspection. The study intervention involved fourth-year students at a Norwegian university, who observed 360° recordings of physical education lessons using VR technology. Data were generated through these observations, which included the 360° recordings and small group interviews, and were analysed using reflective thematic analysis. The results highlight the importance of group dynamics, and that the authenticity of VR experiences can foster motivation and reflection. These insights can inform the design of future educational approaches in physical education teacher education (PETE), emphasising the need for careful consideration of technological and pedagogical practices to support effective and innovative teaching and learning to enhance experience and teaching. ARTICLE HISTORY
... Additionally, educators encounter various technical hurdles that impede the widespread adoption of 360° technology. These technical challenges include: (1) locating reliable resources that provide guidance on creating and publishing 360° media, (2) navigating the intricacies of these tools, particularly for novice computer users, (3) grappling with the time-consuming and labor-intensive process of designing and publishing content using multiple tools and frameworks, (4) addressing issues pertaining to subpar sound or image quality in the published media, (5) limited access to appropriate hardware and devices for capturing and viewing 360° content, and (6) insufficient bandwidth and network infrastructure to stream high-quality 360° videos in educational settings. (7) Moreover, concerns about data privacy and security when using immersive technologies in educational settings further add to the challenges educators face in adopting and implementing 360° technology. ...
... The authors of [4] conduct a comprehensive examination of the research conducted on 360° video and its applications within the realm of education. Their work offers valuable insights into a wide range of studies carried out in this area, shedding light on the diverse potential uses of 360° video technology in educational settings. ...
... Arents et al. (2021) explore 360°videos as a learning tool for a cesarean section. Although no improvement in learning outcomes was apparent, 360°videos are seen by learners as a substitute for in-person observation of cesarean sections (Shadiev, Yang, and Huang 2022 ¶ ). Tan and Tan (2021) ¶ specifically highlight the potential of 360°-based media to support and replace traditional out-of-classroom activities. ...
... Nogueira et al. (2021) describe the process of developing a gamified VFT to a research cent ¶ re and attest to the potential of this approach to increase student engagement. Shadiev, Yang, and Huang (2022) ¶ conducted a review of 360°media in educational contexts and note that 360°media will be used particularly in medical, healthcare, language, culture, and science education. Positive effects could include improved learning outcomes, positive attitudes toward technology, user experience, changed behaviours, and improved motivation. ...
... Virtual reality (VR) now have a potential to create fully authentic learning contexts, to make learners be immersed in target cultures and to give them a sense of presence in the scene (Shadiev et al., 2021b). VR can be created by 360-degree video technology, it is easy to use by learners and educators, and some VR technologies are not too expensive and are affordable for educational institutions (Akdere et al., 2021;Rupp et al., 2019;Shadiev et al., 2022b). In terms of language barriers, scholars suggest that this problem can be solved with translation technologies (Lee, 2021;Steigerwald et al., 2022). ...
... This also lead to their cultural attitudes development (Shadiev & Huang, 2016). VR learning environments enabled the learning process to become contextualized with authentic situations that were recorded through 360-degree video technology (Hwang et al., 2021Gu et al., 2017;Shadiev et al., 2022b). When the participants watched VR videos, they were exposed to the target culture and context. ...
Recent evidence suggests that not many studies on technology-supported cross-cultural learning considered creating authentic, immersive learning environments and addressing the language barrier in communication among representatives of different cultures which are very critical matters in the field. The present study attempted to address this gap. To this end, we designed the cross-cultural learning activity supported by 360-degree video technology and artificial intelligence-based translation tool. Eleven students from China and thirteen students from Russia participated in the activity. They used 360-degree video technology to create virtual reality (VR) cultural content which enabled authentic, immersive cross-cultural learning experiences. They also used AI-based translation technology to bridge the language barrier when communicating and exchanging culture-related information with each other in their native language. With such learning activity, we aimed to facilitate cross-cultural knowledge and attitudes of the participants. We used the convergent mixed methods design, i.e. both qualitative and quantitative data were collected, related and interpreted in response to the research questions. Personal meaning maps (PMMs) were used to measure knowledge of the students in three aspects (i.e. categories of cross-cultural knowledge, number of related and unrelated concepts, and emerged concepts) before and after the activity. We compared PMM outcomes obtained before the learning activity with those obtained after the activity using a statistical method in order to explore cross-cultural knowledge development. In addition, development in cross-cultural knowledge of the students after participating in the learning activity was explored based on the qualitative data. That is, content of 360-degree videos was analyzed and such qualitative findings were used to support the results of the statistical test. Next, cross-cultural attitudes development was explored in four aspects (i.e. interest, curiosity, openness, and respect) using interviews. Finally, participants’ perceptions of the technological support were also researched. The results showed that the cross-cultural learning activity supported by technologies were beneficial for knowledge and attitudes development. More specifically, the activity helped the students acquire cross-cultural knowledge in eight categories. The number of related concepts significantly increased whereas the number of unrelated concepts significantly decreased because of the activity. The students were able to identify, compare and contrast cultural differences, and they maintained an open and respectful attitude toward the culture of their partners after the study; they lacked such knowledge and abilities prior to the study. Finally, the participants positively perceived the technological support. Based on the results, it is suggested that educators and researchers employ 360-degree video and translation technologies in their design of learning activities when focusing on cross-cultural knowledge and attitudes development. Such approach was found to be beneficial to facilitate learning outcomes as authentic and immersive cross-cultural learning environments were created and the language barrier was addressed. The study makes the following contributions: (1) we designed the learning activity supported by 360-degree video and translation technologies to create authentic and immersive cross-cultural learning environments in which the language barrier was addressed, (2) we tested the feasibility of the learning activity supported by technology to facilitate cross-cultural knowledge and attitudes of the participants, and (3) we explored the accuracy rate of translation technology and perceptions of students regarding the learning activity supported by technology. The authenticity of the present study lies in the creation of the technology-supported cross-cultural learning environment in which the students had authentic and immersive learning experiences and were able to communicate with each other without any language barriers.
... As an alternative, VFTs have been discussed. The use of 360 • VR technology, which has been available for some years, facilitates the production of digital visualizations, sometimes with audio augmentation, that enable VFTs (Klippel et al., 2020;Shadiev et al., 2022;Wehking et al., 2022). Such VFTs are low-threshold activities that allow participants to use them at any time and from any location with little effort. ...
While there has been some progress in addressing ethical questions within current digital media integration frameworks, such as the TPACK model, insufficient research exists regarding the meaningful integration of digital media into education while considering its impact on sustainability in terms of its ecological, economic, and social dimensions. Hence, this article aims to bridge these two critical research streams and examines the current debate on how these sustainability aspects have been considered in the complex debate on efficient digital media integration in the context of education. Besides potentially significant differences regarding digital sufficiency and the life cycle assessment of digital media, there may be further ecological, economic, and social dimensions of media in education specific to the context of sustainable development. By discussing the impact of digital media on the three dimensions of sustainability using three examples (virtual field trips, smartboards, and large language models), we further categorize our findings from the early stages of a systematic literature review (SLR) into a taxonomy on the consideration of sustainability regarding digital media in education. Initially aiming at an SLR involving the screening of 2099 articles to provide deeper insights into how technology integration frameworks consider all three pillars of sustainable development, none of the articles completely met our inclusion criteria. Instead, we found research on certain sustainability aspects of digital media in education, such as learning objectives, life cycle assessment, and pedagogical approaches, combined with various interpretations of the term sustainability. Based on our findings, we developed a taxonomy on sustainability regarding digital media in education, and argue in favor of a comprehensive view and meaningful measurability of the sustainability dimensions when integrating digital media into education. For the promotion of sustainability regarding digital media in education, we suggest the development of an assessment framework for guiding the practical application of digital media in line with the dimensions of sustainability.
... The use of a GoPro camera to film the processes of aDNA extraction builds upon pedagogical visualization techniques to improve effectiveness in communicating complex scientific concepts, both inside and outside classroom settings. Since 2018, GoPros and other immersive videography tools, such as 360° cameras, have emerged as key components of an instructional approach in science education spaces (Hernandez-de-Menendez, Escobar Díaz, and Morales-Menendez 2020; Shadiev, Yang, and Huang 2022). This approach centers around providing students with first-person experiences without having to leave the classroom, thereby empowering them to make observations about the experiences themselves (Schlosser, Aumell, and Kilkenny 2023). ...
Objective
Community engagement is an increasingly important component of ancient DNA (aDNA) research, especially when it involves archeological individuals connected to contemporary descendants or other invested communities. However, effectively explaining methods to non‐specialist audiences can be challenging due to the intricacies of aDNA laboratory work. To overcome this challenge, the Anson Street African Burial Ground (ASABG) Project employed a GoPro camera to visually document the process of aDNA extraction for use in community engagement and education events.
Methods
A GoPro Hero 6 camera enclosed in a decontaminated underwater case was used to film multiple rounds of aDNA extractions from first‐ and third‐person perspectives. The raw footage was edited into long (13‐minute) and short (5‐minute) format videos to summarize the steps of aDNA extraction for different educational aims.
Results
The videos were used at community engagement events, as well as in classrooms and other educational venues for students of different age groups. General feedback from the community was solicited at the events. We found that the use of videographic methods increased the transparency and accessibility of the aDNA research conducted by the ASABG Project team.
Discussion
Providing a visual guide to the often destructive nature of aDNA testing served as an important step in the continuing practice of informed (dynamic) consent with the descendant community. Future initiatives could expand these visualization efforts by illustrating other steps in the aDNA testing process, such as library preparation or sequencing, or incorporating approaches such as live streaming to foster trust and expand public science literacy.
... Warschauer and Grimes (2008) showed that AI-powered writing assistants can help students improve their grammar and style, and Lee et al. (2023) developed an AI chatbot for spoken language practice that provides immediate feedback on fluency and accuracy. Additionally, AI-powered multimedia systems and augmented reality tools are increasingly used to enhance engagement and situated learning (Adams Becker et al. 2017;Shadiev, Yang and Huang 2022;Shih 2010;Wang and Liang 2024). Xiao and Zhi (2023) explored ChatGPT in EFL learning and found that it was helpful in providing immediate feedback and personalized learning. ...
... Y Yusof et al. (2019) describen también la tendencia existente en el ámbito educativo de implementación de realidad virtual y, por ende, CVR y vídeo 360, destacando las aplicaciones que presentan en diferentes ámbitos y los formatos en los que se estructura el medio para el desarrollo de contenidos educativos y relacionados, también, con la divulgación y la simulación en un entorno inmersivo. Más recientemente, Shadiev et al. (2022) indican precisamente que el vídeo 360 y la CVR, si bien son medios interesantes, existe relativamente escasa literatura académica relacionada con la investigación en este medio y sus aplicaciones, incluidas las educativas y las divulgativas que se planean en este artículo. El estudio que realizan los autores se basa en cuatro pilares diferentes, que son las herramientas, las teorías previas, las metodologías empleadas y los hallazgos, estructurando una serie de directrices generales y orientaciones a los educadores e investigadores en dicha área, pero también a los desarrolladores de contenido en dicho contexto. ...
La tecnología audiovisual e inmersiva ha evolucionado de manera considerable y espectacular en los últimos años. Esto ha posibilitado el desarrollo de contenidos educativos y divulgativos con una mayor capacidad de interacción con el espectador/usuario, así como un mayor grado de inmersión. Los avances han contribuido a incrementar la capacidad de representación del espacio donde se producen los eventos y a profundizar en diferentes grados de realismo. El potencial expresivo de estos nuevos medios, como la tecnología de realidad virtual o el vídeo 360, han aumentado las posibilidades a nivel de creación de contenidos, especialmente para la formación y la enseñanza. En este artículo, se presenta un estudio de caso de uso del vídeo 360 en los procesos de producción de composición e impresión tipográfica en el taller de la Familia Plómez, ubicado en Madrid. El estudio de caso sirve para establecer una serie de directrices y parámetros en lo referente a la enseñanza de disciplinas que tienen un elevado componente de producción artesanal y en el que las tecnologías de realidad virtual y el vídeo 360 posibilitan visualizar el conjunto del espacio y cómo se trabaja en él. El proceso de composición e impresión con tipos móviles ha sido filmado en vídeo 360, grabando todos los pasos fundamentales con el objetivo de conseguir abrir nuevas vías de divulgación de estas técnicas artesanales.
... Research on 360-degree panorama tours in heritage interpretation highlights their potential to enrich visitor engagement and educational experiences. Studies, such as El-Said et al. (2021) and Shadiev et al. (2022), confirm the effectiveness of these tours in enhancing learning and satisfaction. Additional research has explored the tools used to create these tours, assessing their accuracy and information quality (Gafar et al., 2022;Barkatov et al., 2020). ...
Virtual tours serve as powerful tools for education, preservation, and accessibility, especially within cultural heritage. This study develops a web application that utilises 360-panoramic views to elevate user experience in tourism promotion. Current digital tools for cultural sites often rely on static text and images, limiting the depth of user interaction. By integrating 360-panoramic technology, this project addresses these limitations, offering a more immersive and engaging experience. Focusing on the Wat Phou monument in Laos, the study utilises the open-source WebVR PannellumJS framework and advanced equipment, such as 360-degree cameras and UAVs, to create a lifelike and interactive exploration of the site. Panoramic images are linked to simulate a tour route, and traditional "hotspot" nodes guide users through a virtual experience with navigation options and full-screen viewing for orientation support. This research underscores the potential of VR360 technology in enhancing tourism promotion and heritage digitisation, ultimately fostering visitor engagement and contributing to socio-economic development through innovative cultural experiences.
... Thirdly, SVVR technology is both effective, easy to use and cost-efficient, requiring minimal advanced information literacy from teachers and students to create authentic, immersive, and embodied interactive learning experiences (Shadiev et al., 2022b). This study employs a learner-creation approach, allowing learners to independently develop learning environments with intercultural elements and embodied interactions using SVVR technology. ...
... To address this, some teacher education programs incorporate video into microteaching for more objective feedback. Video recordings allow prospective teachers to watch, analyze, and reflect on their teaching, leading to behavior modification (Kpanja, 2001;Shadiev et al., 2022). Thus, using video in microteaching enhances self-efficacy (Fernandez & Robinson, 2006;Yerdelen et al., 2019) and better prepares PSTs for the teaching profession (Mayo, 2004). ...
The sense of self-efficacy among pre-service teachers (PSTs) has garnered increasing attention in research due to its impact on professional development. Effective training methods like microteaching have proven to serve as a catalyst to enhance PSTs’ self-efficacy. This study examines the impact of microteaching on PSTs’ self-efficacy in teaching, using immersive virtual reality (iVR) cameras for video recording. The research explores PSTs’ self-efficacy levels before and after microteaching and their insights post-experience. Using a mixed methods approach, we conducted a quasi-experimental pre-test-post-test setup with the Teacher Self-efficacy Scale (TSES) and qualitative focus groups. The study involved 27 English language PSTs from a Master’s program at the University of Las Palmas de Gran Canaria. Quantitative analysis showed high reliability in the three dimensions of the TSES: instructional strategies, classroom management, and student engagement, with significant improvements post-test regarding instructional strategies. Qualitative analysis revealed the importance of these dimensions
alongside the innovative use of iVR. Our findings suggest that understanding the interactions affecting self-efficacy can inform the design of effective teacher training programs, enhancing the professional growth and confidence of future educators.
... Additionally, the recent study corroborates the viewpoints of Stark et al. (2023), who provide teachers with a thorough roadmap for navigating the actions and procedures of implementing video-based teaching. Similarly, a study by Shadiev, Yang, and Huang (2021) emphasized the integration of recording technology into evaluation methodologies and concentrated on the benefits of video recording in teaching. They suggested that using videocapturing tools could aid students in their academic progress. ...
The purpose of this study was to know the effects of using self-recording in peer and self-assessment in language learning. This mixed-method research design with post-test control groups utilized speaking tests, rubrics, self-assessment checklists, interview guides, and teaching scenarios to collect data. Instrument preparation, validation, and reliability tests were all part of rigorous data-gathering procedures. Using stratified random sampling, participants were divided into control and experimental groups. Each group received different treatment, using self-recording for peer and self-assessment in the experimental group and traditional oral presentations in the control group. Speaking performances by students were recorded for self-and peer assessment, whereas the control group was assessed using a teacher's criteria. The results of the posttest showed that the experimental group fared much better than the control group, demonstrating the superior effectiveness of self-recording in enhancing speaking skill. In addition, the results of the interview confirmed that self-recording is meaningful for self-control, feedback, time-shifted assessment, equity, and fairness. More importantly, the transformative power of self-recording in assessments highlights the critical function of self-recording in strengthening self-regulation abilities. Thus, in educational and assessment contexts, this technique has the potential to unleash hidden self-regulation capacities, resulting in deep personal development and positive transformations.
... Snelson and Hsu (2019) conducted a scoping review of research on educational 360-degree videos, emphasizing their role in enhancing student engagement and comprehension. Shadiev et al. (2021) conducted a review of the research on educational 360-degree videos in VR and discovered their potential for teaching, as well as some challenges. Evens et al. (2022) reviewed the literature on 360-degree video as an educational tool, leading to the identification of design guidelines for effective implementation. ...
Given the increasing importance of experiential learning in contemporary educational paradigms, this research addressed the persistent need to explore the efficacy of 360-degree virtual reality (VR) videos in augmenting tourism education. The aim was to investigate the impact of 360-degree VR videos in enhancing experiential learning outcomes, specifically in bridging the gap between classroom instruction and real-world tourism experiences. The research employed a qualitative approach and adopted in-depth interviews to thematically analyze the perceptions and experiences of students who used 360-degree VR videos for tourism education. A purposive sampling strategy was employed, resulting in a diverse sample of 40 undergraduate travel and tourism management students. The data collection included in-depth interviews, participant observations, and self-evaluation feedback questionnaires. The findings indicate the potential benefits of 360-degree VR videos in tourism education. This study underscores the importance of integrating VR technologies into educational settings to enrich learning experience and prepare students for careers in the tourism industry. This study contributes to the growing discussion on the potential of immersive technologies in education and highlights the need for continued exploration and innovation to leverage VR for experiential learning.
... For example, immersive technologies help to change perspective and frame of reference and thus can be an efficient way to understand demanding content [28]. Therefore, it is considered rather beneficial for learning [8,29]. However, the ideal level of immersion for learning outcomes is not clarified, as research focusing on learning outcomes related to the use of immersive technologies is sparse [30]. ...
... Despite these promising affordances of VR videos, there is still limited research on how instructors use VR videos in their teaching practices and the effective pedagogical strategies associated with their use from a holistic view. A predominant portion of the existing research centers on specific subjects or content domains (e.g., [52,70,77,84,86]), often neglecting to initiate inquiries from an authentic pedagogical foundation building upon the instructors' real-world teaching materials and experiences. Ranieri et al. [74] developed a more systematic approach to the understanding of the educational uses of VR videos in different educational contexts from a scoping literature review. ...
... On the other hand, VR-induced feelings of presence could facilitate state awareness by allowing users to attend to visual and aural anchors of their selection and limiting the scope of users' mind-wandering (Arpaia et al., 2022;Seabrook et al., 2020), a phenomenon in which the contents of thought shift away from an ongoing task and/or from events in the external environment (Smallwood & Schooler, 2015), which is an essential element of mindfulness (Navarro-Haro et al., 2017;Seabrook et al., 2020). However, the usage of VR also introduces several drawbacks, including physical discomforts (i.e., motion sickness, dizziness), sub-optimal video quality, and technological issues (Seabrook et al., 2020;Shadiev et al., 2022). Nevertheless, it is noteworthy most of the studies on VR relaxation had relatively small sample sizes, limited sessions, and no follow-up assessment (Castro et al., 2014;Liszio & Masuch, 2019;Naylor et al., 2019), which limited the reliability of the findings. ...
Objectives
To examine the effects of mindfulness-based Virtual Reality (VR) and relaxing music VR on relieving anxiety, stress, and depression in Chinese university students, respectively.
Method
A 2-week virtual reality intervention was conducted among university students in China. Sixty participants were randomized to three groups namely: (1)“Mindfulness VR”, (2) “Relaxing Music VR”, or (3) “Blank Control”. Participants' depression, anxiety, and stress levels were measured at baseline, immediately post-intervention, and at a 12-week follow-up. One-way analysis of variance (ANOVA) and paired-sample t-tests were performed to compare the effects of interventions on negative emotions outcomes.
Results
As compared to the control group, Mindfulness VR group and Relaxing Music VR group led to a decrease in depression, anxiety, and stress levels. The least significant difference test showed that Mindfulness VR group performed the best in reducing depression, anxiety, and stress levels. However, the paired-samples t-test showed no statistically significant differences in depression, anxiety, and stress levels across the three groups at both the 2-week and 12-week follow-up periods.
Conclusions
Both Mindfulness VR and Relaxing Music VR were effective psychological interventions in alleviating negative emotions. As compared to Relaxing Music VR, Mindfulness VR was found to be significantly more effective. Therefore, future efforts could focus on enhancing the Mindfulness VR intervention to benefit more university students. Besides that, further research should also be conducted to confirm the long-term impact of both interventions on alleviating negative emotions.
Preregistration
This study is not preregistered.
... Nevertheless, many higher education institutions encounter significant obstacles when implementing VR textbooks in education, mostly due to the complex mechanics of their use and the complicated processes involved in their construction [16]. Funding is necessary for the development and execution of virtual reality educational materials [17]. Consequently, the dissemination of VR in education has consistently encountered obstacles and progressed sluggishly [18]. ...
Utilizing SVVR educational materials in calligraphy courses can yield diverse educational effects, while it remains a rather novel instructional approach for students. Considering that the popularity of SVVR educational materials directly influences teaching effectiveness, it is imperative to do further research on students’ cognition to enhance their acceptance of SVVR educational materials. Therefore, adopting the Coolness Feeling Theory, Value Adoption Model (VAM), Technology Acceptance Model (TAM), and Innovation Diffusion Theory (IDT), we have developed a novel structural equation model to investigate the behavioral inclination of students toward utilizing SVVR educational materials. The model includes external variables such as perceived value (PV), perceived enjoyment (PE), perceived vividness (PVV), immersion (IM), information quality (IQ), and perceived coolness (PC). Simultaneously, self-innovation (SINN) is regarded as a moderating variable in the relationship between perceived usefulness (PU) and perceived value (PV). A cohort of 401 participants was verified, and the findings were examined utilizing a structural equation model (SEM). The findings indicated that the inclination of college students to utilize SVVR educational materials was strongly influenced by two factors: PU (β=0.252, P<0.01) and ATT (β=0.572, P<0.001). Furthermore, PC (β=0.257, P<0.001) and PU (β=0.646, P<0.001) exhibited a positive effect on ATT. 2) PV (β=0.404, P<0.001), PVV (β=0.348, P<0.001), and IQ (β=0.239, P<0.001) had a positive effect on PU, IM (β=-0.182, P<0.01) had a negative effect on PU, while PE (β=0.010) had no direct effect on PU. IQ (β=0.657, P<0.001) was positively correlated with PC. 3) Additionally, SINN negatively affects the association between PV and PU within a certain range. These findings provide useful insights and guidance for developing and utilizing SVVR educational materials for university art classes. Simultaneously, the validity of the convergence model is verified, which provides an extended methodology for applying the theoretical model.
... Technological advancements, such as virtual reality (VR), have been extensively utilized to support cultural learning (Shadiev et al., 2021;Shadiev et al., 2023;Shadiev et al., 2022a). For instance, Shadiev et al. (2021) investigated the efficacy of learning activities conducted in virtual reality environments to enhance cultural understanding and emotional intelligence among participants from diverse cultural backgrounds. ...
... While many studies have shown that panoramic videos are beneficial for learning, some evidence that panoramic videos are detrimental to learning has also emerged. For example, due to the 360° perspective of VR video scenes and the linear variation of the audio narrative, learners may be distracted or have difficulty focusing on the VR video learning process, resulting in the loss of important learning content and reduced learning effects (Ardisara and Fung, 2018;Shadiev et al., 2022). Therefore, this study used multimedia theory to explore the impact of panoramic video elements on learners and make suggestions for the design and development of panoramic video to provide learners with a better learning environment. ...
Panoramic video and virtual reality technologies create learning environments that provide learners with an “immersive” experience. In recent years, panoramic video design to create immersive learning environments, in particular, has become an increasingly popular topic in teacher education and educational research. However, few studies have explored the elements of panoramic virtual learning environment screens regarding the design of learning environments. Therefore, this experimental study uses eye-tracking technology to investigate how learners are guided by panoramic video elements in a panoramic virtual learning environment. Participants (n = 90) were randomly assigned to one of six conditions: (1) no caption + live interpretation, (2) no caption + AI interpretation, (3) 120-degree caption + live interpretation, (4) 120-degree caption + AI interpretation, (5) static follow caption + live interpretation, and (6) static follow caption + AI interpretation. The results of the study show that when learners experience a panoramic virtual learning environment with different narration methods, the live interpretation method is more likely to attract learners’ attention and bring better emotion and experience than the AI interpretation method. When experiencing a panoramic virtual learning environment with different caption presentation methods, the caption presentation methods induced learners’ attention, learning emotions, and experiences in the order of no caption >120-degree caption > static following caption. Finally, the rules for optimizing the design of panoramic virtual learning environment screens are given based on the findings of the study, which provide new ideas for designing and developing panoramic video teaching resources.
... These videos, offering a view that completely surrounds the user, represent a significant and growing portion of virtual reality (VR) applications worldwide. Applications in education [23], training [20], and live entertainment [24] attest to the popularity and potential utility of 360-degree video experiences. However, such experiences are subject to visually-induced motion sickness (VIMS) [1,22]. ...
... Existing evidence on the potential of 360-degree video is restricted to a few narrow research areas, particularly immersive education (Blair, Walsh, & Best, 2021;Shadiev, Yang, & Huang, 2021;Snelson & Hsu, 2020). Despite the growth in the use of 360-degree video for virtual place-based research, there is no comprehensive evidence base outlining what technologies are used, for what research purposes and contexts, and the benefits and limitations that afford and constrain its use as a research tool. ...
... Content generated using 360° video technology typically replicate real-life situations, thus creating a highly realistic immersive learning environment [17,37]. The impact of these videos on learning outcomes can be elucidated using the framework of situated learning theory [38] wherein students derive knowledge from authentic learning activities following active engagement in the learning experience [39]. Situated learning occurs within the same context where knowledge is acquired and applied. ...
Background
Acquiring adequate theoretical knowledge in the field of dental radiography (DR) is essential for establishing a good foundation at the prepractical stage. Currently, nonface-to-face DR education predominantly relies on two-dimensional (2D) videos, highlighting the need for developing educational resources that address the inherent limitations of this method. We developed a virtual reality (VR) learning medium using 360° video with a prefabricated head-mounted display (pHMD) for nonface-to-face DR learning and compared it with a 2D video medium.
Methods
Forty-four participants were randomly assigned to a control group (n = 23; 2D video) and an experimental group (n = 21; 360° VR). DR was re-enacted by the operator and recorded using 360° video. A survey was performed to assess learning satisfaction and self-efficacy. The nonparametric statistical tests comparing the groups were conducted using SPSS statistical analysis software.
Results
Learners in the experimental group could experience VR for DR by attaching their smartphones to the pHMD. The 360° VR video with pHMD provided a step-by-step guide for DR learning from the point of view of an operator as VR. Learning satisfaction and self-efficacy were statistically significantly higher in the experimental group than the control group (p < 0.001).
Conclusions
The 360° VR videos were associated with greater learning satisfaction and self-efficacy than conventional 2D videos. However, these findings do not necessarily substantiate the educational effects of this medium, but instead suggest that it may be considered a suitable alternative for DR education in a nonface-to-face environment. However, further examination of the extent of DR knowledge gained in a nonface-to-face setting is warranted. Future research should aim to develop simulation tools based on 3D objects and also explore additional uses of 360° VR videos as prepractical learning mediums.
... This provides tourism enterprises with valuable insights into market trends, customer preferences, and emerging opportunities. Armed with data-driven insights, enterprises can make more informed decisions, develop targeted marketing strategies, and identify niche markets for potential expansion (Shadiev et al., 2022). ...
Amidst the rapid and dynamic growth of the global tourism industry, the demand for interdisciplinary talent that can cater adeptly to the diverse requirements of both cultural and tourism sectors has emerged as a critical focus. This research explores the profound impact of a meticulously designed management model to nurture cultural and tourism interdisciplinary talent on tourism enterprises’ holistic development and performance. The study presents a comprehensive and systematic management model that goes beyond mere talent management efficiency; it strives to optimize talent structures to cultivate a diverse, skilled, and culturally aware workforce. With an unwavering commitment to service quality, adaptability, and sustainability, the model endeavors to imbue the workforce with a unique blend of cultural understanding and expertise in tourism-related domains, empowering them to thrive in the ever-evolving and fiercely competitive tourism landscape. Through a rigorous empirical investigation, the study delves into the tangible ramifications of this management model on the development of tourism enterprises, spotlighting its profound contributions to enhanced management efficiency, talent optimization, and the delivery of unparalleled service quality. Furthermore, the research meticulously examines the model’s transformative influence on the performance of tourism enterprises, elucidating its pivotal role in propelling heightened profitability, fortified market competitiveness, and a dynamic culture of innovation. The findings underscore the indispensability of an effective talent training management model, demonstrating its inherent potential to facilitate successful adaptation to market demands, foster sustainable growth, and elevate the overall performance of tourism enterprises. In essence, this research provides invaluable insights into talent development within the cultural and tourism sectors, arming industry leaders and practitioners with actionable strategies to flourish in an ever-evolving global tourism landscape.
... These videos, offering a view that completely surrounds the user, represent a significant and growing portion of virtual reality (VR) applications worldwide. Applications in education [23], training [20], and live entertainment [24] attest to the popularity and potential utility of 360-degree video experiences. However, such experiences are subject to visually-induced motion sickness (VIMS) [1,22]. ...
... Ricerche precedenti hanno dimostrato l'efficacia di questo approccio nel migliorare i risultati di apprendimento degli studenti (Brezovszky, 2019;Wardoyo et al., 2020;Yang et al., 2022) ed è per questo sempre più adottato in setting didattici innovativi (Lorenzo- Alvarez et al., 2020). ...
... This is the camera we used for our educational 360 • video. According to the sources, 360 • video is widely used in education [19,[31][32][33]. ...
Humanity faces diverse technological, societal, and sociological challenges. Digitalization is being integrated into every aspect of our lives. Technologies are developing rapidly and the ways in which we live and learn are changing. Young people are acquiring information and learning in a different way than in the recent past. Education systems are no longer keeping up with the development of technology. Education systems need to adapt and introduce technologies that motivate students and ultimately contribute to higher learning goals. To this end, we need to develop modern learning models that support education and technological development. In previous research, we developed and evaluated a state-of-the-art learning model, the CPLM. We built on this with a new study, in which we assessed the difference between the cognitive activities of attention and meditation in students during the viewing of a classical educational video, a 360° video, and an AR app on a screen. We found that the 360° video had the greatest impact on students’ attention and is consequently suitable for initially motivating students in the proposed learning model. We made a proposal for a modern educational model and possibilities for further research.
The National Distance Education University (UNED) has been incorporating innovative educational technologies since its establishment in 1972 to enhance its interaction with students and its teaching and learning processes. The Canal UNED 360º is an institutional research on teaching innovation project that aims to develop innovative multimedia content based on 360º videos and images. These videos capture reality from all directions, providing immersive learning experiences. They are supported by affordable technologies that can be distributed at high speed and are easily accessible through mobile technology and different devices with various immersion levels. Systematic reviews have shown that 360º videos provide new opportunities for educators and students to teach and learn in enriched, immersive, engaging, and inclusive educational environments, which can positively impact students' academic performance, well-being, and retention. The adoption of 360-degree videos in higher education shows promising benefits on teaching and learning, particularly for distance education students. The initial steps of the Canal UNED 360º project are presented here. The project's content will be openly available on a specific UNED Media channel and in the UNED Innovation Hub.
Virtual reality (VR) in educational settings is often promoted by commercial actors as a way to experience environments outside the classroom and a soon-to-be part of everyday teaching and learning. This study follows the development of an educational software package in a Swedish municipality that combines VR technology with 360° live footage from museums and science centers to enable students to visit these spaces from the classroom via their headsets. By focusing on the workarounds and configurations intuitively performed by teachers, students, museum staff, and technicians in this pilot project, different kinds of articulation work performed to make the technology fit with local conditions are identified, from hands-on repair and maintenance to the facilitation of interaction and presence. The collective effort put into making the technology disappear and create a feeling of unmediated experience or immediacy shows how global imaginaries about VR as an immersive technology are enacted by the participants, at the same time as the work put into the project made them challenge the idea of VR as a new everyday technology. This tension between the desire for immediacy and the hands-on work in the physical environment that goes into fulfilling these imaginaries points to the need for local production of educational technologies that recognizes their co-constructive, embodied, and situated nature.
Immersive VR media are increasingly being integrated into education and academic studies.
Various forms of teaching benefit from the sense of presence, wherein users feel fully engaged in the virtual environment.
Research indicates that the presence experienced in VR environments enhances user satisfaction, reduces errors during tasks, and promotes more enduring training effects.
Since presence is a subjective phenomenon, it is expected to be influenced by user demographics, cognitive abilities, personality traits, interests, and emotions.
In this systematic literature review, we examined scientific articles using Google Scholar to identify significant influences of these user factors on presence.
Employing the PRISMA methodology, we analyzed a total of 33 articles that addressed our research question.
The results indicate that only a subset of the anticipated factors significantly affect presence.
These factors include the user's level of interest in the subject being experienced and any mental disorders associated with it.
Additionally, factors such as the user's ability to perceive the spatial qualities of the virtual environment, their disposition toward kindness and generosity, and their inclination to engage with objects—such as media products—affect presence.
Online fitness training, with its affordability and flexibility, offers a convenient way for individuals to engage in regular workouts that promote physical and mental health. Yet, learning fitness motions in this way presents various challenges and may not always be as effective as in-person training. To address the practical demands of motion learning, we conducted a systematic survey and accordingly proposed a four-stage self-learning genre that integrates immersive virtual reality (VR) environments with motion skill learning theories, strategies, and expert experience. Herein, we merged progressive structures and multi-level visual cues to enhance instruction, and proposed a fine-grained motion analysis method to provide adaptive correction feedback during training. Utilizing a Taichi training platform with the genre embedded, we systematically validated the effectiveness of the genre, and examined the potential impact of VR content presentation form on motion learning among different age groups, as well as their preferences and focus on VR fitness training genre design. Results from the quantitative analysis, qualitative evaluation, and case study showed that the 360° video-based VR content brought more positive motion learning performance and user experiences than the fully-simulated VR used in many previous studies. The proposed genre demonstrated outstandingly performance, experience, and usability, with each stage and design playing an effective role. Moreover, we offer several design considerations for VR fitness systems targeting diverse age groups, providing beneficial insights for VR development in the sports and health-related fields.
This research investigates virtual reality (VR) in higher education, covering types of VR, implementation in academic settings, effects on student engagement and learning outcomes, and exploring potential benefits for enhancing learning and developing graduate capabilities. A comprehensive review covered VR types like simulations, virtual labs, 360-degree experiences, and virtual classrooms, enabling experiential learning. The implementation process involves goal setting, content creation, hardware/software selection, infrastructure setup, curriculum integration, assessment, and evolution. Effective VR content and prepared instructors positively impact engagement, influencing comprehension, retention, and academic performance. AR/VR tech refines cognitive skills, practical knowledge, and personalised learning, fostering teamwork and critical thinking for graduates' career readiness.
Inside a working place è un progetto finanziato dai Piani per l’Orientamento e il Tutorato DM 752/2021. Esso prevede la realizzazione di video a 360° che immergono studentesse e studenti della scuola superiore, matricole della classe di laurea L-19 e utenti del web in un asilo nido aziendale e in un’agenzia formativa. Il contributo descrive il processo di design e sviluppo del primo video e i risultati di un sondaggio che ha investigato la percezione dell’efficacia e dell’immersività del video stesso. Le risposte degli studenti partecipanti indicano percezioni positive rispetto all’efficacia del video nel trasmettere informazioni e nel motivare l’interesse e l’ascolto.
Not many review studies have explored the theoretical foundation of cross-cultural learning or the curricula in the research they were reviewing. Furthermore, some review studies only superficially discussed the methodology and findings of the reviewed articles. To address these issues, we reviewed twenty-three studies on technology-supported cross-cultural learning published between 2014 and 2020. We aimed to summarize and analyze previous research in the following areas: (1) theoretical foundation, (2) curricula, (3) technologies, and (4) methodology and findings. Our results showed that the reviewed studies built their research framework based on diverse theoretical foundations; however, the most frequently used models were Byram’s model and the cultural convergence theory. Curricula had the following main focuses: (a) cross-cultural learning, (b) linguistic skills, and (c) pre-service teacher training. The most frequently used technologies were Skype, e-mail, and blogs. We found that most reviewed studies involved the collection of both qualitative and quantitative data. Finally, most of the reviewed studies reported on the role of technologies in facilitating cross-cultural learning, FL/SL learning, and pre-service teacher training. Based on our findings, several implications along with suggestions were prepared. Our findings demonstrated that results from most studies were positive regarding technological support of cross-cultural learning. Therefore, it is suggested that educators and researchers take these results into consideration when designing future studies on cross-cultural learning. Because many scholars did not report some important information, such as what theoretical foundation they built studies on or participants’ demographics, we suggest that such information needs to be included in their research articles as it can be helpful in informing future studies. We also suggest that participants in future studies use variety of technological tools for supporting communication and content creation during cross-cultural learning.
Virtual reality (VR) technology makes it possible to create an authentic virtual environment that benefits immersive learning. We designed an intercultural learning activity and applied VR technology to support it. Then, we investigated students’ perceptions of the learning activity, VR technology, and intercultural competence (IC) development during learning. Students from China and Uzbekistan participated in the activity, in which a pragmatic mixed-methods approach was used. The data were collected through student reports, three questionnaires, and interviews, and then analyzed. Three main findings were obtained. First, 13 items related to perception of the learning activity were revealed. When compared with earlier studies, new items were found, including presence, immersion, and authentic cultural experience. Second, the results showed that the participants intended to continue using VR technology, were satisfied with intercultural learning supported by VR technology, and felt that the technology confirmed their expectations. Third, the results showed that intercultural learning supported by VR technology helped facilitate IC development. Based on these results, we discuss implications and offer suggestions for educators and researchers.
The increasing popularity of Virtual Reality (VR) has provoked scholars’ and educators’ interest to explore its potential as a learning environment for various fields of education. Along this line, several literature reviews have analysed and synthesised the educational use of VR; however, scholar activity is lacking a recent review of VR on a specific field of interest such as language learning. Thus this paper delineates the contour of scholarly literature on VR as an emerging technology in language teaching and learning. Using 17 high-impact journals and conferences in the fields of Computer-Assisted Language Learning and Educational Technology as a source, 26 scholarly manuscripts were retrieved from 2015 to 2018, analysed and synthesised under the following foci: (a) technologies used, language learning settings and duration of educational activities; (b) benefits and limitations from using VR as an educational tool in the language classroom; (c) future research directions regarding the educational use of VR based on the reviewed literature. This paper argues that VR is an invaluable tool in the language classrooms but entails challenges regarding its technical configuration, as well as its pedagogical grounding. The study concludes with some discussion and implications for researchers and practitioners.
In light of the growing number of level crossing accidents and the limited prevention programmes, this study examined relationships among attitudes toward traffic rules, impulsiveness, and behavioural intentions at level crossings. It explored the behavioural effects of an educational programme newly developed within the framework of the Croatian national safety project “Implementation of measures to improve the safety of the most vulnerable traffic participants at level crossings“. The programme aimed to change risky attitudes and behavioural intentions of learner drivers at level crossings. It consists of a safety lecture accompanied by pictures, videos and the exposition to a 3D virtual reality film shot at a real level crossing, which allows the participant to experience, from the driver’s perspective, safe and risky crossings. The programme was implemented in 11 driving schools. First, 285 participants (62.8% men) answered a questionnaire measuring safety attitudes toward traffic and impulsiveness, then they attended a lecture and participated in the virtual reality experience. Finally, they answered a questionnaire measuring planned future behaviour at level crossings. The results showed that attitudes toward level crossing risk significantly predicted intended driving behaviour at level crossings. Furthermore, the 360° video-based educational intervention altered the relationships connecting attitudes toward level crossings and risky driving behaviour at level crossings. The practical implications of these results are discussed.
Three hundred sixty–degree (360°) immersive video applications for Head Mounted Display (HMD) devices offer great potential in providing engaging forms of experiential media solutions especially in Cultural Heritage education. Design challenges emerge though by this new kind of immersive media due to the 2D form of resources used for their construction, the lack of depth, the limited interaction and the need to address the sense of presence. In addition, the use of Virtual Reality (VR) headsets often causes nausea, or motion sickness effects imposing further implications in moderate motion design tasks. This paper introduces a methodological categorisation of tasks and techniques for the design of 360° immersive video applications. Following the design approach presented, a testbed application has been created as an immersive interactive virtual tour at the historical centre of the city of Rethymno in Crete, Greece, which has undergone user trials. Based on the analysis of the results of this study, a set of design guidelines for the implementation of 360° immersive video virtual tours is proposed.
In language education, the development of writing capability is an important and challenging teaching objective. Writing performance is related not only with students’ comprehension and expression of texts, but also their experience and perceptions of the contexts. Descriptive article writing is a basic writing activity; the content includes concrete understanding and perceptions of space, time, and contexts. However, in the traditional language teaching activities, there is usually no chance for students to have in‐depth feelings about the contexts of a topic. This usually results in low learning motivation and limited expression during the writing process. Therefore, the present study attempted to adopt spherical video‐based virtual reality (SVVR) to enable students to have in‐depth experience and perceptions and to facilitate their learning effectiveness. Based on this approach, a Chinese writing SVVR learning system was developed and a quasi‐experiment was conducted to compare the effects of the proposed approach and the conventional technology‐supported learning approach in a senior high school writing class. The findings show that the proposed SVVR writing approach could improve students' writing performance in terms of content and appearance as well as their creativity tendency and writing self‐efficacy, while also reducing their cognitive load.
Purpose
Various smartphone-based virtual reality (VR) applications allow the users to view 360° videos of real or simulated places. A 360° VR is captured with a special camera that simultaneously records all 360° of a scene unlike the standard video recording. An experimental study was conducted where 4th-year medical students participated in a workshop.
Patients and methods
The study was conducted at College of Medicine (COM-J), King Saud bin Abdul-Aziz University for Health Sciences (KSAU-HS) in Jeddah, Saudi Arabia. 360° VR videos including, pre-briefing and debriefing sessions were held for the experimental group, whereas group two (control group) was provided with the interactive lecture. A total of 169 undergraduate medical students attend the 4th year at the College of Medicine (KSAU-HS) Jeddah.
Results
The response rate was 88% for 169 participants, 57 (VR) and 112 (conventional method). The majority of students (93%) thought that VR can be used in medical education. Post-MCQs score (out of 20) was significantly higher in the VR group, when compared to the conventional group (17.4+2.1 vs 15.9+2.9, p-value <0.001). The OSCE score was also better with the VR group (12.9+4.1 vs 9.8+4.2, p-value <0.001). Overall rating of VR satisfaction experience showed a mean of 7.26 of 10.
Conclusion
VR provides a rich, interactive, and engaging educational context that supports experiential learning-by-doing. In fact, it raises interest and motivation for student and effectively supports knowledge retention and skills acquisition.
Due to the accessibility of omnidirectional cameras to record 360-degree videos and the technology to view the videos via mobile phones and other devices, 360-degree videos are being used more frequently to place people in different contexts and convey health-related information. Increasingly, 360-degree videos are being employed in health marketing because they have the potential to enhance health-related attitudes and behaviors. As a case study on how this technology may be used for health-related information and its effect on health care providers, we created a 360-degree video that portrays the experience of a migraine sufferer to be used as a stimulus in an online study. We describe the challenges and lessons learned in designing and implementing a 360-degree video as part of an online experiment focused on inducing empathy among clinicians for understanding patient experience. Given the rapid change in digital technology, future research can use this knowledge to design and implement 360-degree video studies more effectively.
The childbirth education training course aims to help nurses establish the basic ability to care for pregnant women. However, in traditional teaching, it is often difficult for learners to distinguish the meaning of different childbirth signs. While virtual reality (VR) may be connected in most people’s minds with videos designed for immersive entertainment, in fact its early purpose was for nursing education. Initial forms of Spherical Video-based Virtual Reality (SVVR) were used to prepare and train nursing students, pilots, and military personnel. In this paper, an exploratory study using social learning theory embedded in SVVR for childbirth education training is presented; moreover, the learning performances of nursing students who participated in SVVR classroom learning and those who learned with the traditional approach were compared. The experimental results show that, compared with the traditional instruction, the learning motivation and learning satisfaction of the students who learned with SVVR were better, showing the potential of this powerful medium for enhancing nursing students’ learning performance in the context of childbirth education.
Background: This review focused on how immersive head-mounted display virtual reality (VR) was used in post-secondary level education and skill training, with the aim to better understand its state of the art as found from the literature. While numerous studies describe the use of immersive VR within a specific educational setting, they are often standalone events not fully detailed regarding their curricular integration. This review aims to analyse these events, with a focus on immersive VR's incorporation into post-secondary education.
Objectives: (O1) Review the existing literature on the use of immersive VR in post-secondary settings, determining where and how it has been used within each educational discipline. This criterion focused on literature featuring the use of immersive VR, due to its influence on a user's perceived levels of presence and imagination. (O2) Identify favorable outcomes from the use of immersive VR when it is compared to other learning methods. (O3) Determine the conceptual rationale (purpose) for each implementation of immersive VR as found throughout the literature. (O4) Identify learning theories and recommendations for the utilization of immersive VR in post-secondary education.
Methods: A literature review was undertaken with searches of Education Research Complete, ERIC, MEDLINE, EMBASE, IEEE Xplore, Scopus, and Web of Science: Core Collection to locate reports on the use of immersive VR in post-secondary curricula.
Results: One hundred and nineteen articles were identified, featuring disciplines across Arts and Humanities, Health Sciences, Military and Aerospace, Science and Technology. Thirty five out of 38 experiments reported to have found a positive outcome for immersive VR, after being compared with a non-immersive platform. Each simulation's purpose included one or more of the following designations: skill training, convenience, engagement, safety, highlighting, interactivity, team building, and suggestion. Recommendations for immersive VR in post-secondary education emphasize experiential learning and social constructivist approaches, including student-created virtual environments that are mainly led by the students themselves under team collaboration.
Conclusion: Immersive VR brings convenient, engaging, and interactive alternatives to traditional classroom settings as well as offers additional capability over traditional methods. There is a diverse assortment of educational disciplines that have each attempted to harness the power of this technological medium.
Practitioner Notes
What is already known: Professional interpersonal vision is considered an important element of preservice teachers' (PSTs) interpersonal competence.
Interpersonal competence can be practiced using computer‐based classroom simulations.
One type of content in simulations is video, which can provide PSTs authentic cases.
Recent technological developments enable enrichment of video simulations using 360‐degree cameras.
What this paper adds: Findings indicate that classroom simulations using 360‐degree videos added with theoretical lectures can improve PSTs' level of interpretations of noticed classroom events as part of their professional interpersonal vision.
Technological and educational affordances of classroom simulation using 360‐degree videos evaluated by PSTs.
Implications for practitioners: Classroom simulations using 360‐degree are a useful method to prepare PSTs for educational practice.
Classroom simulations using 360‐degree videos help PSTs learn theory about interpersonal teacher behaviour.
Classroom simulations using 360‐degree videos help PSTs develop insights about teaching styles that influence teacher–student relationships.
This study advises good quality VR‐environments to improve the immersive experience.
Science and technology are driving people’s life changes, including education and the environment. Many scholars have attempted to import technology into the classroom to help students learn in different subjects. However, students often need assistance with unfamiliar learning approaches and learning environments. This study proposed a non‐immersive virtual reality (VR) guidance system combined with a two‐tier strategy to help students learn geology knowledge. Two groups of students used different learning approaches: the experimental group students were guided by the two‐tier test VR guidance system, and the control group students learned with the conventional VR guidance system. According to the experimental result, the two‐tier test VR guidance system not only improved the students’ learning achievement in natural science, but also enhanced their learning motivation. In addition, according to the sequential results, we found that VR learning materials or environmental resources can help students answer questions and solve problems more effectively.
This study explores the pedagogical potential of Interactive Spherical Video-Based Virtual Reality (ISVVR) in geography education from the teachers’ perspective. Based on a synthesized developmental model, namely ACE (Acceptance, Creation, and Expertise), we analyzed 187 sets of survey data collected in teacher professional training in which geography teachers were introduced to the production of ISVVR for learning and teaching purposes. The quantitative data analysis revealed that the participants were positive about the pedagogical use of ISVVR. Also, based on the analysis of the qualitative data gathered through the open-ended survey questions via a data-mining technique, we found that participants’ adoption concerns were already beyond the evaluative acceptance level, majorly revolving around issues on pedagogical technology integration. It is suggested that further efforts of teacher professional development are needed for designing and refining the pedagogical use of ISVVR in practice.
Background
Virtual reality (VR) immersive environments have been shown to be effective in medical teaching. Our university hospital received funding from our deanery, Health Education in Wales, to film teaching videos with a 360-degree camera.
Aims
To evaluate whether VR is an effective and acceptable teaching environment. VR headsets were set up for medical students who rotated through Velindre Cancer Hospital’s Palliative Care department.
Methods
Students were asked to put on a VR headset and experience a pre-recorded 27 min presentation on nausea and vomiting in palliative care settings. They subsequently viewed a radiotherapy treatment experience from a patient’s point of view.
Results
Of the 72 medical students who participated, 70 found the experience comfortable, with two students stating they felt the experience uncomfortable (1=headset too tight; 1=blurry visuals). Numerical scoring on ability to concentrate in VR from 0 to 10 (0=worst, 10=best) scored an average of 8.44 (range, 7–10). Asked whether this format suited their learning style, average score was 8.31 (range 6–10). 97.2 % (n=70) students stated that they would recommend this form of learning to a colleague, with one student saying he/she would not recommend and another stating he/she was unsure. Students left anonymous free-text feedback comments which helped frame future needs in this emerging area.
Discussion
This study suggests that there is room for exploring new ways of delivering teaching and expanding it more widely in palliative care and oncology, but also provides feedback on areas that need further careful attention. Comments from students included: “Might have been the novelty factor but I learnt more from this 20 min VR thing than I have from many lectures”.
Summary
The project has proved sufficiently popular in medical student feedback, that the VR experience is now available on YouTube and has been permanently introduced into routine teaching. Further 360-degree teaching environments have been filmed. Of note is that our 360-degree videos have been viewed in Africa, so this format of teaching could prove valuable due to its global reach.
This research aims to explore the latent effect of elementary student engagement in a Spherical Video-based Virtual Reality (SVVR) environment for a school-based course on higher level competence development. Student engagement and higher level competence development were investigated using a valid sample of 324 students from five elementary schools in China. Factor analysis and Structural Equation Modeling (SEM) were used to analyze the data. The fitness of the items for each scale of the student engagement survey and higher level competence development survey indicated a sufficient fit and also confirmed the questionnaire’s structure. The relevant factors of student engagement promote their higher level competence development in the model. The SEM analysis shows that student engagement has a significant positive impact on higher level competence development. The findings could be a good reference for those who intend to develop a specific topic of school-based courses on technology for fostering students’ higher level competence development.
Improving the hazard-identification skills of construction workers is a vital step towards preventing accidents in the increasingly complex working conditions of construction jobsites. Training the construction workforce to recognize hazards therefore plays a central role in preparing workers to actively understand safety-related risks and make assertive safety decisions. Considering the inadequacies of traditional safety-training methods (e.g., passive lectures, videos, demonstrations), researchers have employed advanced visualization techniques such as virtual reality technologies to enable users to actively improve their hazard-identification skills in a safe and controlled environment. However, current virtual reality techniques sacrifice realism and demand high computational costs to reproduce real environments. Augmented 360-degree panoramas of reality offers an innovative alternative that creates low-cost, simple-to-capture, true-to-reality representations of the actual construction jobsite within which trainees may practice identifying hazards. This proof-of-concept study developed and evaluated a platform using augmented 360-degree panoramas of reality (PARS) for safety-training applications to enhance trainees' hazard-identification skills for four types of sample hazards. Thirty subjects participated in a usability test that evaluated the PARS training platform and its augmented 360-degree images captured from real construction jobsites. The usability reviews demonstrate that the trainees found the platform and augmentations advantageously to learning hazard identification. The results of this study will foreseeably help researchers in developing engaging training platforms to improve the hazard-identification skills of workers.
Abstract Extremely catastrophic situations are rare in Sweden, which makes training opportunities important to ensure competence among emergency personnel who should be actively involved during such situations. There is a requirement to conceptualize, design, and implement an interactive learning environment that allows the education, training and assessment of these catastrophic situations more often, and in different environments, conditions and places. Therefore, to address these challenges, a prototype system has been designed and developed, containing immersive, interactive 360-degrees videos that are available via a web browser. The content of these videos includes situations such as simulated learning scenes of a trauma team working at the hospital emergency department. Various forms of interactive mechanisms are integrated within the videos, to which learners should respond and act upon. The prototype was tested during the fall term of 2017 with 17 students (working in groups), from a specialist nursing program, and four experts. The video recordings of these study sessions were analyzed and the outcomes are presented in this paper. Different group interaction patterns with the proposed tool were identified. Furthermore, new requirements for refining the 360-degrees interactive video, and the technical challenges associated with the production of this content, have been found during the study. The results of our evaluation indicate that the system can provide the students with novel interaction mechanisms, to improve their skills, and it can be used as a complementary tool for the teaching and learning methods currently used in their education process.
Blockchain is the core technology used to create the cryptocurrencies, like bitcoin. As part of the fourth industrial revolution since the invention of steam engine, electricity, and information technology, blockchain technology has been applied in many areas such as finance, judiciary, and commerce. The current paper focused on its potential educational applications and explored how blockchain technology can be used to solve some education problems. This article first introduced the features and advantages of blockchain technology following by exploring some of the current blockchain applications for education. Some innovative applications of using blockchain technology were proposed, and the benefits and challenges of using blockchain technology for education were also discussed.
In the light of substantial improvements to the quality and availability of virtual reality (VR) hardware seen since 2013, this review seeks to update our knowledge about the use of head-mounted displays (HMDs) in education and training. Following a comprehensive search 21 documents reporting on experimental studies were identified, quality assessed, and analysed. The quality assessment shows that the study quality was below average according to the Medical Education Research Study Quality Instrument, especially for the studies that were designed as user evaluations of educational VR products. The review identified a number of situations where HMDs are useful for skills acquisition. These include cognitive skills related to remembering and understanding spatial and visual information and knowledge; psychomotor skills related to head-movement, such as visual scanning or observational skills; and affective skills related to controlling your emotional response to stressful or difficult situations. Outside of these situations the HMDs had no advantage when compared to less immersive technologies or traditional instruction and in some cases even proved counterproductive because of widespread cybersickness, technological challenges, or because the immersive experience distracted from the learning task.
Introduction:
Virtual reality (VR) and head mount displays (HMDs) have been advanced for multimedia and information technologies but have scarcely been used in surgical training. Motion sickness and individual psychological changes have been associated with VR. The goal was to observe first experiences and performance scores using a new combined highly immersive virtual reality (IVR) laparoscopy setup.
Methods:
During the study, 10 members of the surgical department performed three tasks (fine dissection, peg transfer, and cholecystectomy) on a VR simulator. We then combined a VR HMD with the VR laparoscopic simulator and displayed the simulation on a 360° video of a laparoscopic operation to create an IVR laparoscopic simulation. The tasks were then repeated. Validated questionnaires on immersion and motion sickness were used for the study.
Results:
Participants' times for fine dissection were significantly longer during the IVR session (regular: 86.51 s [62.57 s; 119.62 s] vs. IVR: 112.35 s [82.08 s; 179.40 s]; p = 0.022). The cholecystectomy task had higher error rates during IVR. Motion sickness did not occur at any time for any participant. Participants experienced a high level of exhilaration, rarely thought about others in the room, and had a high impression of presence in the generated IVR world.
Conclusion:
This is the first clinical and technical feasibility study using the full IVR laparoscopy setup combined with the latest laparoscopic simulator in a 360° surrounding. Participants were exhilarated by the high level of immersion. The setup enables a completely new generation of surgical training.
http://rdcu.be/suIG
Tower crane dismantling is one of the most dangerous activities in the construction industry. Tower crane erection and dismantlement causes 10-12% of the fatalities of all crane accidents. The nature of the task is such that off-the-job training is not practicable, and the knowledge and expertise needed has to be gained on the job. However, virtual trainers such as Microsoft Flight Simulator for airplane pilots and mission rehearsal exercise (MRE) for army personnel have been developed and are known to provide a highly successful means of overcoming the risks involved in such on-the-job learning and clearly have potential in construction situations. This paper describes the newly developed multiuser virtual safety training system (MVSTS) aimed at providing a similar learning environment for those involved in tower crane dismantlement. The proposed training system is developed by modifying an existing game engine. Within the close-to-reality virtual environment, trainees can participate in a virtual dismantling process. During the process, they learn the correct dismantling procedure and working location and to cooperate with other trainees by virtually dismantling the crane. The system allows the trainees to experience the complete procedure in a risk-free environment. A case study is provided to demonstrate how the system works and its practical application. The proposed system was evaluated by interviews with 30 construction experts with different backgrounds, divided into three groups according to their experience and trained by the traditional and virtual methods, respectively. The results indicate that the trainees of the proposed system generally learned better than those using the traditional method. The ratings also indicate that the system generally has great potential as a training platform. DOI: 10.1061/(ASCE)CP.1943-5487.0000170. (C) 2012 American Society of Civil Engineers.
The purpose of this study was to review articles on intercultural education supported by technology. We aimed to evaluate the current state of knowledge with respect to (a) employed technology, (b) involved methods, cultures, languages, and participants, (c) arranged learning activities, (d) covered dimensions of the intercultural learning model, and (e) reported problems and their solutions. To this end, twenty-five articles on intercultural learning supported by technology published between 2014 and 2019 were selected and reviewed. The results showed that videoconferencing and email were the most frequently used technologies. Mixed methods were prevalent in the reviewed studies. The countries most frequently involved in intercultural learning were the US and China, and the most frequently used language was English. Most of the studies were conducted among undergraduates and secondary school students. Learning activities followed a similar pattern: (a) self-introduction, (b) culture introduction, and (c) interaction. The dimensions of intercultural learning models were covered in the reviewed articles differently. The two most important dimensions were knowledge and critical cultural awareness. Three main categories of problems were identified; i.e., methodology, learning process, and technology. Based on these results, several conclusions were drawn, and suggestions were provided for future research.
English speaking is a challenging learning objective for EFL (English as Foreign Language) learners owing to the lack of practicing environments. In this study, Interactive Spherical Video-based Virtual Reality (ISVVR) was adopted as the learning mode to provide realistic sociocultural contexts for English speaking. In addition, an experiment was conducted to investigate the effects of the SVVR approach on the English speaking performances and anxiety of the EFL students with different cognitive styles. A pretest-posttest quasi-experimental design was conducted to investigate the effects of the interaction between cognitive style and multimedia learning mode on students’ learning motivation, speaking anxiety, oral presentation, and move analysis. The student sample consisted of two classes of 93 students. All of the students took the Group Embedded Figures Test (GEFT) to identify whether their cognitive style was field dependent or independent. The results showed a significant effect for the interaction between the cognitive styles and the learning modes on the students’ oral presentation and speaking anxiety. Their structural moves in oral presentations with the ISVVR learning mode showed more similar spoken genre patterns to those of TED speakers. Findings further support the benefit of incorporating cognitive styles into the ISVVR learning mode for EFL learners.
This pilot study utilizes 360° camera and viewer technology in a science content-based EFL class at a Japanese University. Due to a lack of initial knowledge on how to best incorporate this technology into a content driven EFL class, a co-development strategy was devised between the teacher and students to dynamically design a course over 16-weeks. The course is then evaluated in terms of the resulting co-conceived activities and assessment and their role in developing student understanding. In addition, an appraisal of student created 360° science videos as a final group project not only sheds light on the efficacy of the formative activities implemented, but also identifies that whilst the 360° project was able to create a forum to tie English to the students’ broader science studies, and facilitate a high level of language use, the linguistic benefits that are explicitly unique to the technology are somewhat limited. Implications suggest how to improve upon the learning activities implemented, as well as an appraisal of the efficacy of using 360° technology to help EFL students explain science concepts as a reference for other educators considering using the technology in an EFL setting.
360-degree video (or 360° video) is recorded in an omnidirectional form so that viewers can look in any direction while the video plays. Interest in the application of 360° video has been emerging along with the advancement of lower cost technologies and increase in online video content. Little is known about trends in the emerging research for 360° video. A scoping review was conducted through a systematic process to identify trends in peer-reviewed research journal articles. A sample of 12 articles were identified as meeting the research criteria. Findings illuminate the extent and nature of research on educational 360° video along with the benefits and drawbacks for learning. The results show how 360° video was used in nine different content areas to promote immersive learning through virtual reality. Learners indicated enjoyment with the experience of learning with 360° VR video, but the results were mixed regarding the impact on learning.
This review study investigates the appropriation of sensing technology in context-
aware ubiquitous learning (CAUL) in the fields of sciences, engineering, and
humanities. 40 empirical studies with concrete learning outcomes across
mandatory and higher education have been systematically reviewed and
thematically analyzed with an outcomes-based teaching and learning approach.
Four derived themes have been found to describe the design and implementation
of CAUL, including learner-centeredness, technological facilitation, learning
ecology, and research evaluation. The learning processes enabled by context-
aware sensing technology have been explicated, revealing specific ways to apply
new technologies in formal and informal environments. The analysis based on
intended learning outcomes suggest that more efforts should be directed to
fostering competence in analyzing and creating in mandatory education, and to
creating in tertiary settings. Finally, unequal distribution of CAUL
implementation across world regions calls for more technological appropriation in
Southeast Asia and Africa. Specific suggestions on how to improve CAUL are
also provided to better prepare learners in the 21 st century.
For the past few decades, computer technology has been increasingly used in all aspects of language learning. Virtual reality (VR), which allows learners to experience immersive environments through the use of VR goggles, has been found to change their perceptions, behaviors, attitudes, and empathy levels, all of which are critical for enhancing intercultural competence. Although there is a growing body of research on the pedagogical advantages of VR applications, hardly any studies have examined how it might enhance intercultural competence in the foreign-language classroom. In part, this absence may be due to a lack of appropriate VR-based foreign-language curricula informed by theory and sound instructional principles. In light of this, this study proposes a curriculum initiative that incorporates 360-degree VR videos for cultural learning in college-level foreign-language classes. After introducing the potential benefits of VR technologies, it highlights relevant learning theories and provides specific classroom examples of VR for intercultural competence, before concluding with implications and recommendations for future curriculum design.
With the increase in the number of cyclists, a method to evaluate the satisfaction of cyclists has become necessary. Previous studies in Europe and America have reported several approaches to evaluate cyclists’ perception of satisfaction. This research explored an emerging technology using 360° videos to develop a method for investigating cyclists’ level of satisfaction on both sidewalks and paved shoulders in Japan. The 360° videos provide a high level of immersion compared with traditional videos. All 360° videos were filmed at sixteen different locations in Kumamoto city, Kyushu island. Participants were asked to take a video survey by viewing the 360° videos with a head-mounted display and then rating their level of satisfaction. Finally, based on the results of the video survey, both multinomial ordered logit regression model and random parameters multinomial ordered logit regression model were used to explain the relationships between cyclists’ satisfaction, traffic conditions, and road characteristics. The results show that the road characteristics variables for both sidewalks and paved shoulders have statistically significant effects on participants’ satisfaction (p < 0.05). On the other hand, traffic conditions variables did not have an impact on participants for sidewalks section. In particular, there is data available on all the variables in the model that allows planners and engineers use this method to evaluate the satisfaction of cyclists on various road segments.
English has been recognized as a means of communication around the globe. However, owing to the lack of realistic English practicing contexts, EFL (English as Foreign Language) students generally have few opportunities to communicate with people in English, not to mention to get feedback from others for making reflections. In this study, a spherical video-based virtual reality (SVVR) environment was developed to situate students in authentic English-speaking contexts; moreover, the peer assessment (PA) strategy was employed for guiding students to provide comments on peers' speaking performance and to make reflections on their own performance. To evaluate the effectiveness of the proposed approach, an experiment was conducted in a high school English course. The experiment results reveal more positive effects of the peer-assessment-based SVVR approach compared with the non-peer-assessment-based SVVR approach in terms of the learners' English speaking, learning motivation, and critical thinking skills, as well as reducing their English learning anxiety. Moreover, it was found that the ratings of the students were statistically correlated with those of the teacher. This study further analyzed the types of peer comments by categorizing them into four types: Praise, Criticism, Opinion, and Irrelevant. It was found that Praise feedback was helpful for the students' English-speaking performance, while Criticism feedback might have been unfavorable in this case. Additionally, Irrelevant feedback was not significantly correlated with the students’ performance in the earlier PA stage, but had a significantly negative correlation in the later stage.
Positive emotions are important for the physical and mental health of elderly adults. Previous research has suggested that the emotion processing mechanisms of elderly adults differ from those of young people. The current study used a mixed-methods approach to explore the emotional impacts of viewing an uplifting 360° videos under immersive (using a virtual reality [VR] headset) and nonimmersive (using a smartphone) conditions on elderly populations and young people. In Study 1, we conducted a pre-post treatment between-subject field experiment (smartphone vs. VR) among 58 seniors (aged 60 years and above) in a community center in Beijing, China. One-on-one semistructured interviews of each participant were conducted after the experiment. In Study 2, we conducted a between-subject laboratory experiment with the same design among college students. The results show that while both VR and smartphone viewing conditions led to a significant positive effect on the self-reported emotions of the college students, only the smartphone viewing condition had a significant impact on the emotional well-being of the elderly participants. For college students, immersive VR had a stronger effect on inducing positive emotions than smartphone, but for elderly people, the smartphone viewing condition was more effective in improving emotional wellbeing than immersive VR. An analysis of the qualitative data from interviewing the elderly participants also revealed a divergence in the acceptance of VR technologies among elderly adults, and the sense of telepresence had both positive and negative effects on the elderly participants' emotions and experiences.
This study aimed to investigate differences in students’ situational interest (exploration intention, instant enjoyment, novelty, attention demand, challenge, and total interest) and cognitive load (intrinsic, extraneous, and germane) of VR-guide and map-guide groups in a university library. The VR-guide group used wearable spherical video-based virtual reality (SVVR) devices, while the map-guide group used tablets to learn the functions of the library. Both groups completed a prior knowledge test, field tasks, a situational interest scale, and a cognitive load scale. The results show that, in comparison with the use of the map-guide, the wearable VR-guide could yield a higher degree of “Novelty” and “Challenge” (in the situational interest dimension), as well as higher germane cognitive load. This study reveals that harnessing SVVR in learning and teaching has a positive impact on university students. The educational use of SVVR has good potential for transforming students’ way of learning, improving traditional learning, and enhancing students’ understanding of content and learning motivation.
Background:
The present study developed 3D video tutorials with commentaries, using virtual reality headsets (VRH). VRHs allow 3D visualization of complex anatomy from the surgeon's point of view. Students can view the surgery repeatedly without missing the essential steps, simultaneously receiving advice from a group of experts in the field.
Methods:
A single-center prospective study assessed surgical teaching using 3D video tutorials designed for French neurosurgery and ENT residents participating in the neuro-otology lateral skull-base workshop of the French College of Neurosurgery. At the end of the session, students filled out an evaluation form with 5-point Likert scale to assess the teaching and the positive and negative points of this teaching tool.
Results:
Twenty-two residents in neurosurgery (n=17, 81.0%) and ENT (n=5) were included. Eighteen felt that the 3D video enhanced their understanding of the surgical approach (81.8%). Fifteen (68.2%) thought the video provided good 3D visualization of anatomical structures and 20 that it enabled better understanding of anatomical relationships (90.9%). Most students had positive feelings about ease of use and their experience of the 3D video tutorial (n=14, 63.6%). Twenty (90.9%) enjoyed using the video. Twelve (54.5%) considered that the cadaver dissection workshop was more instructive.
Conclusions:
3D video via a virtual reality headset is an innovative teaching tool, approved by the students themselves. A future study should evaluate its long-term contribution, so as to determine its role in specialized neurosurgery and ENT diploma courses.
Objectives:
To examine the reliability, construct validity and ecological validity of 360° VR and match broadcast footage for off-field decision-making assessment in Australian football umpires.
Design:
Validation assessments with test re-test reliability.
Methods:
Two video-based tests of 60 clips each were developed to assess Australian football umpire decision-making, including 360° video of small-sided Australian football games and match broadcast footage of AFL games. Elite (n = 13) and amateur (n = 15) umpires participated in two testing sessions, in a randomised, counterbalanced design. Test re-test reliability was assessed using Cohen's Kappa for individual clips and Intraclass Correlation Coefficients for test scores. Video tests were assessed for construct validity. Ecological validity of the decision-making processes was assessed for each method.
Results:
31 clips met the minimum Kappa criteria for the 360° VR test and 28 clips for match broadcast. Results indicated strong reliability for the 360° VR (ICC = 0.89) and match broadcast (ICC = 0.89) tests. For both video modes, elite umpires performed significantly better in decision-making accuracy than amateur (p < 0.05). For ecological validity of the decision-making processes, 360° VR was rated significantly higher than match broadcast vision (p < 0.05) overall.
Conclusions:
This is the first study to examine the reliability and validity of 360° VR footage as an off-field decision-making assessment tool in sport. As match broadcast vision is commonly used to assess decision-making in athletes and officials, results suggest that 360° VR is also an appropriate assessment tool. Although both video modes demonstrate similar reliability and construct validity, 360° VR was considered more specific to in-game decision-making processes, suggesting stronger ecological validity.
Developing the problem-solving abilities of elementary school students has been recognized as an important educational objective. Science curricula, because of their practical and experimental characteristics, are thought to be an important way to develop students’ problem-solving ability. The use of Virtual Reality (VR) technology in teaching practices provides new possibilities for the development of problem-solving abilities by providing students with a richer situation, making the learning process more interesting and interactive, improving students’ motivation and attention, and helping them to discover and explore their own knowledge. In this research, we conducted a study on the use of exploratory scientific practice activities based on Spherical Video-based Virtual Reality (SVVR) in science classes, and verified the impact of such activities on the problem-solving abilities of elementary school students. The results show that integrating SVVR into exploratory scientific practice instructions has a significant effect on students’ learning outcomes and problem-solving abilities. The results also reveal that the integration of SVVR has different influences on students with different learning attitudes. Relatively speaking, students with poorer learning attitudes benefitted more from the scientific inquiry activity than those students with more positive attitudes.
Training teachers to manage their instruction and the class is known to be important and challenging. In traditional teacher training programmes, micro-teaching is frequently adopted; however, its effectiveness could be limited if the learners do not have good opportunities to immerse themselves in and interact in the learning contexts. Virtual Reality (VR) technology could be a good approach to coping with this problem. Nevertheless, the development cost of a VR scene is high from the perspectives of time and money. Hence, a spherical view VR-based training system of classroom misbehaviour management (TrainCM2) is proposed in this study. TrainCM2 can situate learners in a real situation at a low cost. To verify the effectiveness of TrainCM2, an experiment was conducted. The experimental results showed that the TrainCM2 learners outperformed the micro-teaching learners in terms of misbehaviour detection rate and processing performance, showing the benefits of the proposed approach.
University educators anticipate better engagement with students through the adoption of the three-dimensional visualization made possible by immersive virtual reality (IVR). Materials can be captured in 360° video for viewing through smartphones bracketed in head-mounted displays (HMDs) with motion sensors. Alternatively, materials can be viewed on notebook computers and tablets to offer some degree of VR experience. The paper reports on the first two undergraduate courses that have adopted both VR and IVR modes for classroom learning: ‘Pharmacology and Therapeutics’ and ‘Understanding Ecotourism’. The 360° videos have undergone a complete cycle of design, development, implementation and evaluation. These video captures can transcend physical boundaries in both clinical cases simulating a hospital ward and natural countryside landmarks. With VR and IVR embedded in the classroom, students expressed greater learning satisfaction while experiencing more opportunities to rehearse professional skills and explore historical artefacts with deeper cultural understanding.
Information and communication technologies (ICT) have been widely adopted in the intervention literature for individuals with Autism Spectrum Disorder (ASD). The systematic and predictable nature of ICTs make them particularly attractive for individuals with ASD. One ICT that has potential promise for individuals with ASD is virtual reality (VR). However, to date there is limited evidence of intervention effects for individuals with ASD when delivered via VR. The aim of this study was to extend the literature on the use of VR with individuals with ASD by presenting the design, implementation, and formative evaluation of a spherical video-based virtual reality (SVVR) mobile app. Using Design Based Research methods, we conducted a formative evaluation to investigate the SVVR app from the perspectives of (1) user experience, (2) feasibility, (3) relevance, and (4) usability for adults with ASD. The evaluation was conducted in two phases and consisted of expert review with four content experts and structured usage testing with five adults with ASD. Results indicate that participants with ASD found the SVVR app to be easy to use and reported an overall positive user-experience; results from expert review suggest a feasible, relevant, and easy-to-use intervention. The pedagogical and theoretical footing that informed the design and implementation of the SVVR mobile app for individuals with ASD is presented and discussed.
With the continuous development and innovation of information technology, virtual reality (VR) has become an important topic of education technology in recent years. VR is not only applied in many industries, but is also used by scholars for education applications as it enables students to have an immersive learning experience to enhance their learning effectiveness and motivation. Therefore, this study combined the spherical video-based virtual reality (SVVR) and a hands-on activity to help fifth-grade students learn natural geomorphological knowledge. The experimental group students used the hands-on approach to design a SVVR system to learn natural geomorphological knowledge; the control group used the conventional SVVR guiding system to learn. From the experimental results, there were non-significant differences in the learning achievement and learning motivation of students in the experimental and control groups. However, the students in the experimental group had better achievement on the in-depth knowledge test. In other words, the experimental group students needed to understand more about the learning content of natural geomorphological knowledge to design the VR system. Moreover, the hands-on approach cultivated their problem-solving and metacognitive skills.
Purpose
The purpose of this study is to explore the potential of immersive situated learning with adoption of 360-degree videos in organizational learning improvement.
Design/methodology/approach
A quasi-experimental research method was used to investigate employees’ learning achievement. A criterion-referenced assessment scale was chosen to exam their learning progress on Omni-channel retailing practices and knowledge after 12 h in four weeks, from four perspectives including professional knowledge, problem-solving, independent learning, and critical reflection.
Findings
The result shows us the significant enhancement of employees’ learning outcomes when using virtual reality (VR), compared with traditional apprenticeship practices.
Originality/value
This study reinforces the opinion that situated learning approaches with 360-degree videos evoke employees to explore new learning behaviors and experience and make proactive adjustments on their own learning pace, based on the view from prior study that VR in situated learning can enrich learning experience.
Virtual Reality experiences, particularly the 360-degree video, have become popular in recent years for creating immersive educational experiences. However, much is still unknown regarding the educational effectiveness of this medium. Here we examined pre-to-post changes in well-being, simulator sickness, and learning outcomes across four devices of varying levels of immersion: a smartphone, Google Cardboard, Oculus Rift DK2, and Oculus CV1 using a space-themed 360° educational video. More immersive devices induced greater induction of place illusion, greater positive affect, and better learning outcomes while demonstrating low prevalence of simulator sickness. Greater immersion was also associated with an increased interest in learning more about the video's subject-matter. On the other hand, less immersive technology led to increased simulation sickness which may have led to suboptimal educational experiences. Overall, we found support for the hypothesis that highly immersive experiences using 360° videos provide positive educational experiences while minimizing simulator sickness.
The advent of relatively inexpensive 360‐degree cameras and virtual reality (VR) headsets brings new possibilities to the study of religion by allowing students to become virtually immersed in distant religious environments at very little cost. These tools can serve as the basis for assignments that help to engage students and meet core learning outcomes such as empathetic understanding and ethnographic analysis of religious place, ritual, and behavior in light of theories of religion. This article describes and reflects on the experimental incorporation of these technologies in two sections of an introductory religious studies course at a small two‐year campus in the University of Wisconsin System.
The increasing use of emerging technologies in healthcare simulation, particularly virtual reality, has caused in increase in both use and misuse. It is the exploration and study of these types of technology that are key to their success—or failure—in simulation learning and teaching. Therefore, this exploratory study evaluated the most common perceived side effect of virtual reality, that of cybersickness. A total of n=60 undergraduate healthcare students participated in one of four identical learning outcome simulation events, using different simulation techniques. This study compared these four common simulation tools, high-fidelity manikin, standardised patient, video case study and 360-degree virtual reality video, and analysed the self-reported cybersickness symptoms. The results show that some virtual reality tools, in this case 360-degree video, are no more likely to provoke cybersickness symptoms than the other simulation methods used in this study. In addition, virtual reality is reported as less fatiguing than other methods of simulation learning. Virtual reality technologies may be a useful addition to the spectrum of simulation tools and techniques currently in use. This study suggests that there is no greater risk of cybersickness symptoms and this potential barrier to use is not borne out by this study.
Background:
360° virtual reality (VR) video is an exciting and evolving field. Current technology promotes a totally immersive, 3-dimensional (3D), 360° experience anywhere in the world using simply a smart phone and virtual reality headset. The potential for its application in the field of surgical education is enormous. The aim of this study was to determine knot tying skills taught with a 360-degree VR video compared to conventional 2D video teaching.
Material and methods:
This trial was a prospective, randomised controlled study. 40 foundation year doctors (first year postgraduate) were randomised to either the 360-degree VR video (n = 20) or 2D video teaching (n = 20). Participants were given 15 min to watch their allocated video. Ability to tie a single handed reef knot was then assessed against a marking criteria developed for the Royal College of Surgeons, England, (RCSeng) Basic Surgical Skills (BSS) course, by a blinded assessor competent in knot tying. Each candidate then underwent further teaching using Peyton's four step model. Knot tying technique was then re-assessed.
Results:
Knot tying scores were significantly better in the VR video teaching arm when compared with conventional (median knot score 5.0 vs 4.0 p = 0.04). When used in combination with face to face skills teaching this difference persisted (median knot score 9.5 vs 9.0 p = 0.01). More people in the VR arm constructed a complete reef knot than in the 2D arm following face to face teaching (17/20 vs 12/20). No difference between the groups existed in the time taken to construct a reef knot following video and teaching (median time 31.0s vs 30.5s p = 0.89).
Conclusion:
This study shows there is significant merit in the application of 360-degree VR video technology in surgical training, both as an independent teaching aid and when used as an adjunct to traditional face to face teaching.
Objective:
Although two-dimensional (2D) and three-dimensional videos have traditionally provided foundations for reviewing operative procedures, the recent 360º format may provide new dimensions to surgical education. This study sought to describe the production of a high quality 360º video for an index-operation (augmented with educational material), while evaluating for variances in attentiveness, information retention, and appraisal compared to 2D.
Design:
A 6-camera synchronised array (GoPro Omni, [California, United States]) was suspended inverted and recorded an elective laparoscopic cholecystectomy in 2016. A single-blinded randomised cross-over study was performed to evaluate this video in 360º vs 2D formats. Group A experienced the 360º video using Samsung (Suwon, South-Korea) GearVR virtual-reality headsets, followed by the 2D experience on a 75-inch television. Group B were reversed. Each video was probed at designated time points for engagement levels and task-unrelated images or thoughts. Alternating question banks were administered following each video experience. Feedback was obtained via a short survey at study completion.
Setting:
The New Academic and Education Building (NAEB) in Dublin, Royal College of Surgeons in Ireland, July 2017.
Participants:
Preclinical undergraduate students from a medical university in Ireland.
Results:
Forty students participated with a mean age of 23.2 ± 4.5 years and equal sex involvement. The 360º video demonstrated significantly higher engagement (p < 0.01) throughout the experience and lower task-unrelated images or thoughts (p < 0.01). Significant variances in information retention between the 2 groups were absent (p = 0.143) but most (65%) reported the 360º video as their learning platform of choice. Mean appraisal levels for the 360º platform were positive with mean responses of >8/10 for the platform for learning, immersion, and entertainment.
Conclusions:
This study describes the successful development and evaluation of a 360º operative video. This new video format demonstrated significant engagement and attentiveness benefits compared to traditional 2D formats. This requires further evaluation in the field of technology enhanced learning.
With this article, we aim to increase our understanding of how mobile virtual reality exposure therapy (VRET) can help reduce speaking anxiety. Using the results of a longitudinal study, we examined the effect of a new VRET strategy (Public Speech Trainer, PST), that incorporates 360° live recorded VR environments, on the reduction of public speaking anxiety. The PST was developed as a 360° smartphone application for a VR head-mounted device that participants could use at home. Realistic anxiety experiences were created by means of live 360° video recordings of a lecture hall containing three training sessions based on graded exposure framework; empty classroom (a) and with a small (b) and large audience (c). Thirty-five students participated in all sessions using PST. Anxiety levels were measured before and after each session over a period of 4 weeks. As expected, speaking anxiety significantly decreased after the completion of all PST sessions, and the decrement was the strongest in participants with initially high speaking anxiety baseline levels. Results also revealed that participants with moderate and high speaking anxiety baseline level differ in the anxiety state pattern over time. Conclusively and in line with habituation theory, the results supported the notion that VRET is more effective when aimed at reducing high-state anxiety levels. Further implications for future research and improvement of current VRET strategies are discussed.
Background:
Consumer-available virtual-reality technology was launched in 2016 with strong foundations in the entertainment-industry. We developed an innovative medical-training simulator on the Oculus™ Gear-VR platform. This novel application was developed utilising internationally recognised Advanced Trauma Life Support (ATLS) principles, requiring decision-making skills for critically-injured virtual-patients.
Methods:
Participants were recruited in June, 2016 at a single-centre trauma-course (ATLS, Leinster, Ireland) and trialled the platform. Simulator performances were correlated with individual expertise and course-performance measures. A post-intervention questionnaire relating to validity-aspects was completed.
Results:
Eighteen(81.8%) eligible-candidates and eleven(84.6%) course-instructors voluntarily participated. The survey-responders mean-age was 38.9(±11.0) years with 80.8% male predominance. The instructor-group caused significantly less fatal-errors (p < 0.050) and proportions of incorrect-decisions (p < 0.050). The VR-hardware and trauma-application's mean ratings were 5.09 and 5.04 out of 7 respectively. Participants reported it was an enjoyable method of learning (median-6.0), the learning platform of choice (median-5.0) and a cost-effective training tool (median-5.0).
Conclusion:
Our research has demonstrated evidence of validity-criteria for a concept application on virtual-reality headsets. We believe that virtual-reality technology is a viable platform for medical-simulation into the future.
Using 360-degree video as a research stimulus in digital health studies: Lessons learned
- B A Zulkiewicz
- V Boudewyns
- C Gupta
- A Kirschenbaum
- M A Lewis
*Zulkiewicz, B. A., Boudewyns, V., Gupta, C., Kirschenbaum, A., & Lewis, M. A. (2020). Using 360-degree video as a research stimulus in digital health studies: Lessons learned. JMIR Serious Games, 8(1), e15422. https://
doi.org/10.2196/15422