Development of a Web Based Virtual Forest Environment to Increase Threatened Plant Species Awareness

Ahmad, Norul Maslissa; Ali, Nazlena Mohamad; Choo, Ang Mei

doi:10.17576/apjitm-2019-0802-03

Cited by 3 publications

(2 citation statements)

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“…Whether these results are satisfactory is a matter of debate. Strictly statistically speaking, the significant differences between the three tools, point to the logical conclusion that 360 o videos are more effective in raising student awareness regarding environmental issues, confirming the existing literature on the learning outcomes from the use of 360 o videos in the context of EE (e.g., Ahmad et al, 2019;Ritter III et al, 2019). The fact that the effect sizes were large (when compared to web pages) and very large (when compared to printed material), reinforces the validity of this assumption.…”

Section: Discussionsupporting

confidence: 74%

“…There is also research regarding their use for delivering virtual courses (e.g., Ardisara & Fung, 2018), for the study of foreign languages and culture (e.g., Blyth, 2018;Xie et al, 2019), and for supporting hοme-schooling of people unable to physically attend school (e.g., people with health problems or teenage mothers) (Minocha et al, 2017). While not extensive, there is also research for the teaching of subjects related to EE, such as Ecology (Wallgrün et al, 2019), endangered plants (Ahmad et al, 2019), protected areas and the impact of development on the natural environment (Minocha et al, 2017), and renewable energy (Ritter III et al, 2019).…”

Section: O Videosmentioning

confidence: 99%

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Evaluating the effectiveness of 360 videos when teaching primary school subjects related to environmental education

Fokides

Arvaniti

2020

JPR

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The study presents the results of a project in which 360 o videos were used for informing students about subjects related to environmental education. The target group was forty-four, nine-to ten-year-old students, who used three teaching tools, namely printed material, web pages, and 360o videos. The project lasted for twelve two-teaching-hour sessions (four for each tool), and data were collected by means of evaluation sheets and a questionnaire for recording their views and attitudes. It was found that the 360o videos yielded better learning outcomes compared to the other tools. The sense of presence was also greater in this tool. Then again, all tools were considered as equally motivating and effective. Moreover, the 360o videos were considered more enjoyable and easier to use only when compared to the printed material. Though the findings confirmed that 360 o videos can be effective in raising students' awareness of environmental problems, they also point to the need of finding innovative methods and teaching frameworks that would allow educators to fully exploit their educational potential.

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Section: Discussionsupporting

confidence: 74%

Section: O Videosmentioning

confidence: 99%

Evaluating the effectiveness of 360 videos when teaching primary school subjects related to environmental education

Fokides

Arvaniti

2020

JPR

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Testing presence, assessing attitudes: Study of a 3D virtual tour in an “aesthetically challenged” landscape

Steidle

Lucash

Nasr-Azadani

et al. 2023

Journal of Environmental Management

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Evaluating 360o Video's Learning Effectiveness and Experiences

Mourtou

Fokides

2022

International Journal of Smart Education and Urban Society

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Technology constantly provides tools with an educational potential, such as 360o videos. Despite the growing body of research regarding their impact on learning, primary school students are not a common target group. To fill this gap, the study compared the learning outcomes from the use of 360o videos presented using head-mounted displays (HMDs) with that of 360o videos presented using PC monitors and with printed material, having as a target group 46 students, aged 11 to 12. Virtual tours of archaeological sites was the theme of the learning content. A within-subjects research design was applied. The learning outcomes and students' enjoyment were better in the HMDs condition. However, there were no significant differences in motivation and ease of use. Immersion and subjective usefulness were greater only compared to printed material. None of the above factors had an impact on the learning outcomes. Overall, while it can be supported that 360o videos provide positive learning experiences, further studies will help to better understand their exact impact on learning.

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Development of a Web Based Virtual Forest Environment to Increase Threatened Plant Species Awareness

Cited by 3 publications

References 0 publications

Evaluating the effectiveness of 360 videos when teaching primary school subjects related to environmental education

Evaluating the effectiveness of 360 videos when teaching primary school subjects related to environmental education

Testing presence, assessing attitudes: Study of a 3D virtual tour in an “aesthetically challenged” landscape

Evaluating 360o Video's Learning Effectiveness and Experiences

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