Interactive virtual technologies in engineering education: Why not 360° videos?

Violante, Maria Grazia; Vezzetti, Enrico; Piazzolla, Pietro

doi:10.1007/s12008-019-00553-y

Cited by 62 publications

(45 citation statements)

References 53 publications

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“…Research in learning satisfaction when regular videos are used, even in its early stages, has demonstrated that they offer a quite satisfying experience (Ritchie & Newby, 1989). As 360 o videos are more advanced in terms of the presentation of the visual content, we expected higher levels of satisfaction, as others suggested (e.g., Huang et al, 2019;Violante et al, 2019). We examined two aspects of learning satisfaction: (i) how valuable/useful users consider the tools in relation to their learning; this factor has been widely used for measuring the impact of technologies such as augmented reality (e.g., Akçayır & Akçayır, 2017) and (ii) the fun/enjoyment students had when using these tools.…”

Section: Discussionmentioning

confidence: 70%

Lessons learned from a project examining the learning outcomes and experiences in 360o videos

Fokides

Atsikpasi

Arvaniti

2021

JESMA

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Advances in technologies associated with virtual reality provide interesting tools for e-learning. One such is 360° videos. Although their educational potential is supported by a number of researchers, there is limited empirical evidence backing such a claim, given that they have recently become popular. The study at hand presents the results of a project in which 360° videos were used by primary school students. Eighty-four students, aged ten to eleven, participated in the experiment. The results demonstrated that 360° videos helped them to acquire more knowledge compared to printed material. Then again, no statistically significant differences were noted when comparing 360° and regular videos. 360° videos provided a more immersive, motivational, and enjoyable learning experience. However, the low-cost HMDs used for viewing 360° videos and the applications in which they were embedded, were considered the least easy to use. Moreover, participants expressed the view that all tools fostered their learning. Overall, while the results give support to the hypothesis that 360o videos provide positive educational experiences, their actual impact on learning has to be further explored.

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Section: Discussionmentioning

confidence: 70%

Lessons learned from a project examining the learning outcomes and experiences in 360o videos

Fokides

Atsikpasi

Arvaniti

2021

JESMA

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“…VR offers new ways of studying human perception and behavior (e.g., Blascovich et al 2002;Pan and Hamilton 2018). Highly realistic VR content includes 360-degree videos, also called spherical or immersive videos (e.g., Violante et al 2019). This type of content has limited natural interaction capabilities typically associated with immersive VR.…”

Section: Display Types and Perceived Immersionmentioning

confidence: 99%

Nonverbal behavior of interviewers influences the competence ratings of observers in recruitment interviews: a study investigating social influence using 360-degree videos with virtual reality and 2D screen displays

et al. 2021

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This study examined whether an interviewer’s nonverbal behavior influences observers’ competence ratings in a recruitment interview using 360-degree videos experienced with immersive virtual reality (VR-cardboard) and 2D screen displays. Participants (n = 110) observed a recruitment interview and assessed three competences of the applicant (behavior in a team, customer care, and sales skill). We used a 2 × 2 design with the nonverbal behavior (positive vs. negative) of the interviewer and display type (VR-cardboard vs. 2D screen display) as between-subjects factors. After observing interview sequences and providing competence ratings, participants also rated different aspects of immersion using the augmented reality immersion questionnaire (ARI; Georgiou and Kyza in Int J Hum Comput Stud 98: 24–37, 2017) and their overall satisfaction with the experience. For two of the three competences (customer care and behavior in a team), we found that observers gave higher competence ratings when the interviewer’s nonverbal behavior was positive compared to when it was negative. This social influence effect was similar for 360-degree videos experienced with immersive VR and 2D screen displays. VR resulted in higher immersion than 2D screen displays regarding the dimensions of flow and presence. Our results suggest that the ARI questionnaire can be used to reliably assess 360-degree videos experienced with immersive VR and 2D screen displays.

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“…One of the learning media that can be used to solve the above problems is multimedia learning (Drigas, Kokkalia, & Lytras, 2015;Negara, 2017;Mutlu-Bayraktar, Cosgun, & Altan, 2019). The use of computers in independent learning is not new but is one of the educational technology innovations in the development of reliable learning media (Wang et al, 2017;Wang et al, 2018;Violante, Vezzetti, & Piazzolla, 2019). Multimedia learning is one of the innovations of learning that can be used to help solve some of the problems faced in lectures on computer networks and data communication (Zhan, & So, 2017;Chou, & Feng, 2019).…”

Section: Tasrif Ementioning

confidence: 99%

Designing of multimedia learning using lectora inspire for informatics education students

Tasrif

2021

JKP

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Learning is more interesting and helps foster a sense of enthusiasm for learning is the role of multimedia. This study aims to design multimedia learning on the subject of Computer Networks and Data Communication for informatics education students. This type of research uses a development research approach, this research will only focus on stage I, namely designing multimedia learning. Designing multimedia learning in computer networking and data communications subject using Lectora Inspire Software. Furthermore, validation is carried out based on expert trials, on aspects of software engineering, aspects of application design, aspects of visual communication. The results of designing multimedia learning in the subject of Computer Networks and Data Communication for informatics education students are valid, feasible, easy to use, and very friendly. So that with this multimedia learning design greatly contributes to learning in informatics education.

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Interactive virtual technologies in engineering education: Why not 360° videos?

Cited by 62 publications

References 53 publications

Lessons learned from a project examining the learning outcomes and experiences in 360o videos

Lessons learned from a project examining the learning outcomes and experiences in 360o videos

Nonverbal behavior of interviewers influences the competence ratings of observers in recruitment interviews: a study investigating social influence using 360-degree videos with virtual reality and 2D screen displays

Designing of multimedia learning using lectora inspire for informatics education students

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