360° Video Integration in Teacher Education: A SWOT Analysis

Roche, Lionel; Kittel, Aden; Cunningham, Ian; Rolland, Cathy

doi:10.3389/feduc.2021.761176

Cited by 33 publications

(57 citation statements)

References 52 publications

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“…One of the core strengths of SV-IVR is its ability to seamlessly capture the complexity of real-world situations (Kosko et al, 2021 ). Different from normal videos in which the “keyhole” effect usually limits the contextual complexity and richness of the real world (Roche et al, 2021 ), SV-IVR offers pre-service teachers the opportunity to holistically probe the happenings within the classroom without adhering to a single, pre-determined filming angle.…”

Section: Discussionmentioning

confidence: 99%

“…1 ). Possessing the advantages of being inexpensive, handy, and having easy-to-create features, SV-IVR is a useful tool for educators who may not be ‘tech-savvy’ but are eager to offer learners technology-supported immersive experiences in the process of teaching and learning (Chen et al, 2021 ; Geng et al, 2017 ; Kosko et al, 2021 ; Roche et al, 2021 ; Sato et al, 2018 ).…”

Section: Related Workmentioning

confidence: 99%

“…The educational use of SV-IVR, which is still an emerging research area in the field of IVR in education, requires further research efforts (Bower & Jong, 2020 ; Roche et al, 2021 ; Shadiev et al, 2021 ). In 2020 and 2021, a number of seminal works have reported positive evidence in this research area in a number of important journals of technology-enhanced teaching and learning.…”

Section: Related Workmentioning

confidence: 99%

“…As for pre-service teacher education, Roche et al, ( 2021 ) argued that SV-IVR can be a potentially fruitful tool for (1) supporting online virtual internships, and (2) documenting pre-service teachers’ teaching proceedings during their teaching practicums to facilitate post-teaching reflective and diagnostic activities. However, they cautioned that SV-IVR is not a “magical” tool.…”

Section: Related Workmentioning

confidence: 99%

“…In general, IVR consists of sophisticated three-dimensional computer-generated imagery (Bower & Jong 2020 ; Roche et al, 2021 ) that enables users to contextually experience situations that are not normally nor easily accessible in the real world, such as tracking whales along their migratory path across the Pacific Ocean (Southgate et al, 2019 ). Nevertheless, specific devices for accessing IVR can be costly and the development of IVR is capitally and technologically demanding, hindering its wide adoption in the field of education (cf., the prevalence of IVR in digital gaming and entertainment industries) (Geng et al, 2017 ; Sato et al, 2018 ; Jong et al, 2020a ).…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Flipped classroom: motivational affordances of spherical video-based immersive virtual reality in support of pre-lecture individual learning in pre-service teacher education

Jong

2022

J Comput High Educ

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Flipped classroom (FC) is a “blended” instructional approach that requires students to complete pre-lecture individual learning tasks in preparation for participating in related in-lecture peer learning activities. One of the critical problems of FC has been students’ lack of motivation to complete the assigned online pre-lecture tasks prior to attending the corresponding face-to-face lectures. Spherical video-based immersive virtual reality (SV-IVR), which can be produced without costly computing equipment and sophisticated technical expertise, is a technological tool with considerable potential for enhancing teaching and learning. This mixed-methods study was grounded in the instructional motivation theory of ARCS (Attention, Relevance, Confidence and Satisfaction). A total of 188 education students (i.e., pre-service teachers) who were generally knowledgeable about the pedagogical concept of FC evaluated the ARCS motivational affordances of SV-IVR in support of the pre-lecture stage of FC. These students were from teaching majors of (i) language education, (ii) social and humanities education, and (iii) mathematics and science education. The results indicated the participants across the 3 majors positively perceived SV-IVR as having desirable benefits on “A,” “R,” and “S,” but not “C.” This research provides new insights into adopting SV-IVR in FC, in particular, shedding light on leveraging this technological tool in pre-service teacher education.

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Section: Discussionmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Flipped classroom: motivational affordances of spherical video-based immersive virtual reality in support of pre-lecture individual learning in pre-service teacher education

Jong

2022

J Comput High Educ

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Improving physical education through innovative multimedia learning platform and data-driven instruction

Li,

Liu

2023

Soft Comput

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360° videos in education – A systematic literature review on application areas and future potentials

Rosendahl

Wagner

2023

Educ Inf Technol

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As a teaching and learning medium, 360° videos offer new teaching-learning experiences. Through the possibility of immersion, individual 360° panoramic images, multi-perspective viewing options and interaction possibilities, they extend the advantages of conventional video technology. To understand the potential of using 360° video technology for educational processes, a systematic literature review analyzed previous scientific articles (N = 44) about the interdisciplinary use of 360° videos according to PRISMA guidelines. In the systematic literature selection, particular emphasis was placed on the conceptual distinction between virtual reality and 360° videos. By the authors, 360° videos are understood as a specific video format that has characteristics of virtual reality but is to be distinguished from virtual reality by the necessary real recording situation without programmed virtual environments. The results show a use of 360° videos mainly for three teaching-learning purposes: presentation and observation of teaching–learning content, immersive and interactive theory–practice mediation, and external and self-reflection. Combined with the added value of conventional video technology and other immersive technology such as virtual reality, five added value categories for its use as a teaching–learning medium were identified: To increase learning motivation and interest, to learn in authentic and realistic learning scenarios, for immersive and interactive learning experiences, for multi-perspective observation opportunities and for individual learning. These consisted primarily of positive motivational effects for authentic or immersive learning experiences.

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360° Video Integration in Teacher Education: A SWOT Analysis

Cited by 33 publications

References 52 publications

Flipped classroom: motivational affordances of spherical video-based immersive virtual reality in support of pre-lecture individual learning in pre-service teacher education

Flipped classroom: motivational affordances of spherical video-based immersive virtual reality in support of pre-lecture individual learning in pre-service teacher education

Improving physical education through innovative multimedia learning platform and data-driven instruction

360° videos in education – A systematic literature review on application areas and future potentials

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