The effects of spherical video-based virtual reality implementation on students’ natural science learning effectiveness

The use of immersive 360° videos for foreign language learning: a study on usage and efficacy among high-school students

“…an hands-on approach wherein students could build and edit the lesson content, versus a passive approach wherein students could only follow the lesson provided by means of the virtual reality-based platform). Thus, it is hard to compare our positive findings regarding the effectiveness of 360° videos as learning tools, with these negative or null findings: in the study by Ulrich (Ulrich et al, 2019), indeed, the content of the video was not created on purpose for the learning goal, but it was the mere videorecording, although spherical, of the traditional lesson; in the study by Chang et al (2018), the object of the investigation was not the efficacy of the video per se but the comparison between two learning instruction strategies, therefore nothing can be said about the role of the video in this context. Only one study, to our knowledge, reported beneficial effects of this new technology on learning (Wu, Guo, Wang, Zeng, & Wu, 2019): in this experiment researchers proposed to a group of elementary students a learning activity based on the exploration of a 360° image illustrating a scientific concept; the control group, instead, viewed a video with common teaching explanations of the same scientific topic, combined with the exhibits of a science museum.…”

“…More, traditional teaching turned out to be more appreciated than both types of video. Null results are described also by Chang et al (2018), who included 360° videos in a platform to teach elementary students geomorphological knowledge. In this study, though, the comparison was made between two different learning approaches, both of which made use of the same 360° videos (i.e.…”

Learning to be a writer: A spherical video‐based virtual reality approach to supporting descriptive article writing in high school Chinese courses

“…SVVR refers to the use of 360‐degree photos or videos in a VR environment, which could be immersive or not (Hosseini & Swaminathan, ; Jong, Luk, Leung, & Poon, ). A 360‐degree image or video can be created using a spherical camera, which makes SVVR content easy to implement at a low cost (Chang et al , ). Geng, Lukb, and Jong () pointed out that SVVR is a new innovative teaching approach with great potential, allowing students to conduct immersive virtual learning in an authentic‐like context using 3D photos and videos.…”

A Spherical Video-Based Immersive Virtual Reality Learning System to Support Landscape Architecture Students’ Learning Performance during the COVID-19 Era

“…However, the production of materials and the preparation of equipment for 3D model-based VR technology are complicated and cumbersome. Thus, it will consume more human and material resources during the implementation and will have higher operational requirements for teachers and students [7,9,13,14]. In order to better present the contexts of landscape architecture education, the present study adopted a spherical video-based virtual reality approach.…”