Observing 360-degree classroom videos – Effects of video type on presence, emotions, workload, classroom observations, and ratings of teaching quality

Gold, Bernadette; Windscheid, Julian

doi:10.1016/j.compedu.2020.103960

Cited by 65 publications

(47 citation statements)

References 57 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…A more sophisticated solution could be to utilize 360‐degree videos that provide a panoramic view of the digital classroom rather than strictly using a 16:9 screen for online learning (Gold & Windscheid, 2020). This could help keep students engaged during class while learning at home as well as simulate a more natural class environment.…”

Section: Future Research Directionsmentioning

confidence: 99%

“…It could be useful to implement other measures, such as website blockers on laptops to diminish the use of social media during class (Hall et al, 2020). Other alternatives could be 360‐degree videos (Gold & Windscheid, 2020) and robotic surrogate bodies (Lei et al, 2019) to simulate a classroom setting and improve engagement. Finally, the use of VR may be another effective method (Makransky, Mayer, et al, 2019).…”

Section: Future Research Directionsmentioning

confidence: 99%

See 1 more Smart Citation

The influence of technology on academic distraction: A review

Dontre

2020

Human Behav and Emerg Tech

134

View full text Add to dashboard Cite

The detrimental effects of academic distraction have become increasingly problematic in recent years due to student media multitasking. In recent years, educators have gradually transitioned many classes to the online learning environment, effectively reducing teacher supervision. This has been greatly exacerbated with the advent of coronavirus disease 2019 and subsequent social distancing guidelines. In an effort to help students and educators better understand the implications of technology on academic distraction and academic performance, this literature review discusses the effects of three forms on technology on student distraction: laptops, smartphones, and social media use, particularly the social media platform Facebook. While the effects of student laptops on academic distraction are somewhat ambivalent, the debate is largely moot in the current educational environment. The detrimental effects of student smartphone and social media use on academic distraction are more conspicuous, especially with the pervasiveness of personal digital devices. Potential self‐regulatory and environmental interventions are discussed.

show abstract

Section: Future Research Directionsmentioning

confidence: 99%

Section: Future Research Directionsmentioning

confidence: 99%

The influence of technology on academic distraction: A review

Dontre

2020

Human Behav and Emerg Tech

134

View full text Add to dashboard Cite

show abstract

“…Prior work has shown that managing classroom demands include a large number of activities which increase the workload of teachers (Timperley & Robinson, 2000, Bubb & Earley, 2004, Gold & Windscheid, 2020, Clipa & Boghean, 2015. Furthermore, the online environment represents a variable that causes this intensity of teachers working soar (Crews et al, 2008, MacIntyre et al, 2020.…”

Section: Problem Statementmentioning

confidence: 99%

On-site vs Online Teaching: Challenges and Coping Strategies

Schipor

Duca

2021

RREM

View full text Add to dashboard Cite

We address in this work the relationship between the perceived demands of the teaching profession as they are conceptualized by job demands-resources model and the teachers coping strategies activated in on-site and online teaching. The participants (N=127) were a convenience sample of Romanian teachers. Specifically, we found that the teaching demands are perceived as being more challenging in online environment when teaching involves interacting with talented children, with children with behavioural problems or with abandoned children. Teachers from rural areas perceive the online teaching of talented children more demanding compared to teachers from urban areas and there are correlations between the teachers’ seniority and the teaching demands. The obtained results also showed that some teaching demands in online situation correlate significantly with certain coping strategies (e.g. the positive reappraisal coping strategy is activated by teachers who perceive the different levels of children's development as being challenging in online situation, and the acceptance strategy is used by teachers who resent an increase in teaching workload due to children who disturb the activity in the classroom). These findings are discussed in order to develop strategies to enhance the quality of teaching practices.

show abstract

“…Snelson and Hsu (2020) found similar results in a review of 360° video users who responded positively to the use this technology for their learning experience, while results measuring the impact on learning were mixed. A more in-depth approach was used by Gold and Windscheid (2020) in a study to examine differences in student perception of presence, workload, emotions, teaching quality, and classroom observations by a student teacher when the classroom was presented in either a 360° video or a traditional 16:9 classroom video. Student teachers (59 total) were randomly chosen to watch a particular video format and then self-report on the aforementioned variables, and to a describe the relevant events they identified in the video.…”

Section: Related Workmentioning

confidence: 99%

Using immersive video technology for construction management content delivery: a pilot study

Shojaei¹,

Rokooei²,

Mahdavian³

et al. 2021

ITcon

View full text Add to dashboard Cite

Construction management is considered a hands-on field of study which requires good spatial and visual cognitive ability. Virtual reality and other innovative immersive technologies have been used to facilitate experiential learning and to improve students’ spatial cognitive abilities. Virtual environments have been criticized due to the gamified look of the environment. Static panorama pictures have been previously used to bring a better sense of reality and immersion at the same time in construction education. However, they cannot provide a continuous experience, and the sense of presence (immersion) is not ideal either. Immersive videos such as 360-degree videos can address this shortfall by providing a continuous experience and a better sense of presence. The use of this technology in construction education field is very limited. As a result, this study investigated a pilot experiment where a combination of 360, 180 3D, and flat videos was incorporated as an educational instrument in delivering construction management content. The content was recorded using different configurations from different body postures to further investigate the optimal way of utilizing this technology for content delivery. The content of the videos was focused on construction means and methods. Students reviewed the content using head-mounted display devices and laptop screens and answered a survey designed to capture their perception and experience of using this technology as an educational tool in the construction management field. The results show a positive perception toward using immersive videos in construction education. Furthermore, the students preferred the head-mounted display as their favorite delivery method. As a result, the prospect of incorporating immersive videos to enhance construction management education is promising.

show abstract

Observing 360-degree classroom videos – Effects of video type on presence, emotions, workload, classroom observations, and ratings of teaching quality

Cited by 65 publications

References 57 publications

The influence of technology on academic distraction: A review

The influence of technology on academic distraction: A review

On-site vs Online Teaching: Challenges and Coping Strategies

Using immersive video technology for construction management content delivery: a pilot study

Contact Info

Product

Resources

About