The effect of microlevel and macrolevel signaling on learning with 360° videos

Abstract

The application of 360 videos raised the attention of educators and researchers, as it appears to be an approachable option to mediate complete environments in educational settings. However, challenges emerge from the perspective of educational psychology. Learning irrelevant cognitive strains might be imposed because it is necessary to navigate through spherical material. However, these potential downsides could be compensated for using signaling techniques. In a two (macrolevel vs. no macrolevel signaling) Â two (microlevel vs. no microlevel signaling) factorial between-subjects design plus control group, 215 fifth-and sixth-grade students will watch a 360 video about visual and behavioral characteristics of animals. Learning outcomes, cognitive load, disorientation, and presence will be investigated. It is expected that macrolevel signaling will enhance learning and presence and reduce cognitive load and disorientation. Microlevel signaling will have comparable advantages, but these effects will be more pronounced when macrolevel signaling is implemented.360 video, omnidirectional video, signaling, spherical video 1 | INTRODUCTION 360 cameras are capable of recording complete surroundings by capturing more than one picture simultaneously and composing them together. The viewer can then select an individual image detail within