The study presents the results of a project in which 360 o videos were used for informing students about subjects related to environmental education. The target group was forty-four, nine-to ten-year-old students, who used three teaching tools, namely printed material, web pages, and 360o videos. The project lasted for twelve two-teaching-hour sessions (four for each tool), and data were collected by means of evaluation sheets and a questionnaire for recording their views and attitudes. It was found that the 360o videos yielded better learning outcomes compared to the other tools. The sense of presence was also greater in this tool. Then again, all tools were considered as equally motivating and effective. Moreover, the 360o videos were considered more enjoyable and easier to use only when compared to the printed material. Though the findings confirmed that 360 o videos can be effective in raising students' awareness of environmental problems, they also point to the need of finding innovative methods and teaching frameworks that would allow educators to fully exploit their educational potential.

Advances in technologies associated with virtual reality provide interesting tools for e-learning. One such is 360° videos. Although their educational potential is supported by a number of researchers, there is limited empirical evidence backing such a claim, given that they have recently become popular. The study at hand presents the results of a project in which 360° videos were used by primary school students. Eighty-four students, aged ten to eleven, participated in the experiment. The results demonstrated that 360° videos helped them to acquire more knowledge compared to printed material. Then again, no statistically significant differences were noted when comparing 360° and regular videos. 360° videos provided a more immersive, motivational, and enjoyable learning experience. However, the low-cost HMDs used for viewing 360° videos and the applications in which they were embedded, were considered the least easy to use. Moreover, participants expressed the view that all tools fostered their learning. Overall, while the results give support to the hypothesis that 360o videos provide positive educational experiences, their actual impact on learning has to be further explored.