Using 360-Degree Video as a Research Stimulus in Digital Health Studies: Lessons Learned

Abstract

Due to the accessibility of omnidirectional cameras to record 360-degree videos and the technology to view the videos via mobile phones and other devices, 360-degree videos are being used more frequently to place people in different contexts and convey health-related information. Increasingly, 360-degree videos are being employed in health marketing because they have the potential to enhance health-related attitudes and behaviors. As a case study on how this technology may be used for health-related information and its effect on health care providers, we created a 360-degree video that portrays the experience of a migraine sufferer to be used as a stimulus in an online study. We describe the challenges and lessons learned in designing and implementing a 360-degree video as part of an online experiment focused on inducing empathy among clinicians for understanding patient experience. Given the rapid change in digital technology, future research can use this knowledge to design and implement 360-degree video studies more effectively.

If and how do 360° videos fit into education settings? Results from a scoping review of empirical research

“…• Attentiveness reported in seven studies (Boda & Brown, 2019;Harrington et al, 2018;Huber et al, 2017;Lau et al, 2018;Rupp et al, 2019;Taubert et al, 2019;Zulkiewicz et al, 2020).…”

“…From the analysis of the literature, it emerged that educational 360° videos can be designed according to three teaching methods (Table 2): Lecturing : the 360° videos are used to represent a traditional transmissive lecture taking place in a typical teaching situation with a focus on the teacher within a formal context such as a classroom or a conference hall (six studies: Abadia et al, 2019; Boda & Brown, 2019; Hodgson et al, 2019; Taubert et al, 2019; Ulrich et al, 2019; Zulkiewicz et al, 2020). Modelling : the 360° videos are used to show concrete procedures and activities; they generate a powerful sense of space, augmented and enhanced by the opportunity to deeply examine the environment and look at it from all angles, with a high sense of realism, also useful to arouse an emotional reaction (13 studies: Balzaretti et al, 2019; Frisby et al, 2020; Gänsluckner et al, 2017; Gilmartin et al, 2019; Harrington et al, 2018; Huber et al, 2017; Kosko et al, 2019; Lau et al, 2018; Roche & Gal‐Petitfaux, 2017; Theelen et al, 2019; Theelen et al, 2020; Walshe & Driver, 2019; Yoganathan et al, 2018).…”

“…As shown in Table 4, participants generally reported high levels of: Engagement documented in ten studies (Abadia et al, 2019; Assilmia et al, 2017; Gänsluckner et al, 2017; Gilmartin et al, 2019; Harrington et al, 2018; Hodgson et al, 2019; Johnson, 2018; Lee et al, 2017; Rupp et al, 2019; Violante et al, 2019). Attentiveness reported in seven studies (Boda & Brown, 2019; Harrington et al, 2018; Huber et al, 2017; Lau et al, 2018; Rupp et al, 2019; Taubert et al, 2019; Zulkiewicz et al, 2020). Information retention acknowledged in five studies (Berns et al, 2018; Frisby et al, 2020; Rupp et al, 2016; Rupp et al, 2019; Yoganathan et al, 2018).…”

“…Lecturing: the 360 videos are used to represent a traditional transmissive lecture taking place in a typical teaching situation with a focus on the teacher within a formal context such as a classroom or a conference hall (six studies:Abadia et al, 2019;Boda & Brown, 2019;Hodgson et al, 2019;Taubert et al, 2019;Ulrich et al, 2019;Zulkiewicz et al, 2020).• Modelling: the 360 videos are used to show concrete procedures and activities; they generate a powerful sense of space, augmented and enhanced by the opportunity to deeply examine the environment and look at it from all angles, with a high sense of realism, also useful to arouse an emotional reaction (13 studies:Balzaretti et al, 2019;Frisby et al, 2020;Gänsluckner et al, 2017;Gilmartin et al, 2019;Harrington et al, 2018;Huber et al, 2017;Kosko et al, 2019;Lau et al, 2018;Roche & Gal-Petitfaux, 2017;Theelen et al, 2019;Theelen et al, 2020;Walshe & Driver, 2019;Yoganathan et al, 2018).• Exploring: the 360 videos can, in principle, bring learners everywhere and make them able to explore any place: natural landscape, internal environment or mixed environment (internal and external).They increase the learners' control of the learning process, while encouraging curiosity and discovery (10 studies:Abadia et al, 2019;Berns et al, 2018;Johnson, 2018;Lee et al, 2017;Repetto et al, 2018;Rupp et al, 2019;Rupp et al, 2016;Tang & Fakourfar, 2017;Taylor & Layland, 2019;Violante et al, 2019).In the Lecturing approach, 360 videos are supposed to favour learners' understanding of theories or concepts related to a specific subject topic, especially when compared with traditional teaching or 2D videos. In this regard, the review...…”

Using virtual reality in lumbar puncture training improves students learning experience

“…Consequently, they are becoming a more common mode of communicating knowledge and information. Nevertheless, there is a limited evidence on the objective educational benefits of the technology, compared to other teaching techniques [ 22 , 23 ].…”