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

Abstract

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.

Little Learners Go 360: Evaluating the Impact of 360^oVideos on Kindergarten Students’ Understanding of Wild Animals

“…Positive effects have been observed regarding user experience, learning outcomes, and motivation, with the latter being directly correlated to the level of immersion provided (Rosendahl & Wagner, 2024;Snelson & Hsu, 2020). Positive effects were also reported on attitudes toward 360 o videos (Shadiev et al, 2022), along with enhanced enjoyment and positive emotions (Fokides et al, 2021;Snelson & Hsu, 2020).…”

“…On the other hand, several studies characterized 360° videos as virtual reality (VR) experiences. In this respect, some scholars have argued that 360° videos can combine the benefits of both conventional videos and VR (e.g., Rosendahl & Wagner, 2024). Indeed, although VR is predominantly based on 3D graphics, 360° videos and VR applications share some similarities.…”

“…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).…”

Research on College Students’ Behavior in Calligraphy Courses Within a Virtual Learning Environment Based on SVVR: A Convergent Model Approach of Coolness Theory, VAM and TAM

“…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]. In recent years, spherical video-based virtual reality (SVVR) has gained significant recognition as a cost-effective substitute for VR education [19].…”

Facilitating Authentic Teaching with 360-Degree Videos

“…360-degree videos also allow for interactive learning experiences, where students can control the direction and pace of the video to focus on specific areas of interest. The potential of this technology is to revolutionize the teaching and learning process, creating a more engaging and memorable experience for students (Rosendahl & Wagner, 2023).…”