LectureCast as 360 Degree Video: What Impact do Immersion and Presence Experience have on Learning Performance?

Abstract

In times of PodCast and MOOC's, a rebirth of the "classical" academic lecture in the form of modern technology-mediated communication as video-conserve can be observed. Current technological developments in the field of audiovisual media reduce the distance between a recorded action and its reception. By using high immersive technologies presence experiences can introduc new qualities of communication. In a study undertaken with freshmen we first explored the everyday use of video technologies by students and their experiences and expectations with regard to their use in formal learning contexts. I addition we investigated the question whether and how learning abilities of the recipients are impacted by immersive technologies (360-degree video on Head Mounted Display/VR headset) compared to classical LectureCast technologies (16:9 Video via Desktop). All things considered, it can be stated that an immersive media format alone does not generate added value: there is no increase of attention that further enhances learning, which can be derived from the feeling (of presence) of sitting in a lecture room, even beyond the possibly initial distraction of the appeal of novelty. Furthermore, the teacher-centered mode is unsuitable for a spherical projection due to its spatial setting, where only one direction is being employed. In order to exploit possible media-specific values of 360-degree video in the context of LectureCasts, it is consequently necessary to work either with a modified concept of a teacher-centered lecture, using the entire space, or to set a focus on the content by combining the recorded lecture with additional visual elements. Keywords: LectureCast, Immersion, Sense of Presence, 360-degree video, VR headset, Video-Learning

Positive Aspects and Potential Drawbacks of Implementing Digital Teaching/Learning Scenarios in Health Professions Using Nursing Education as an Example: A Research Report from Germany

“…Estimates of the degree of future establishment in nursing education range from short-term hype to a fundamental transformation of nursing education [ 19 , 20 ]. According to the current literature, the following benefits are attributed to the use of VR technology in nursing education [ 21 , 22 , 23 , 24 , 25 , 26 ]: Realistic discussions of rare or dangerous nursing situations; Safe training in a virtual learning environment; Authentic learning experience with reduced pressure to act; Immediate feedback on actions in virtual reality; Resource-saving practice with action sequences; Learning that is independent of time and place; Personalised learning; Increased motivation and enjoyment; Improved integration of theory and practice; The ability to plan the learning experience; An improved ability to analyse the learning experience. …”

“…Estimates of the degree of future establishment in nursing education range from short-term hype to a fundamental transformation of nursing education [19,20]. According to the current literature, the following benefits are attributed to the use of VR technology in nursing education [21][22][23][24][25][26] • An improved ability to analyse the learning experience. Despite these advantages, the nursing and media didactic as well as the learning theory underpinning of the use of VR technology are regarded as controversial [7].…”