Learning Effectiveness of 360° Video: Experiences from a Controlled Experiment in Healthcare Education

Autor/inn/en	Ulrich, Frank; Helms, Niels Henrik; Frandsen, Uffe Poulsgaard; Rafn, Anne Vollen
Titel	Learning Effectiveness of 360° Video: Experiences from a Controlled Experiment in Healthcare Education
Quelle	In: Interactive Learning Environments, 29 (2021) 1, S.98-111 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ulrich, Frank)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2019.1579234
Schlagwörter	Instructional Effectiveness; Video Technology; Technology Uses in Education; Electronic Learning; Computer Simulation; Teaching Methods; Medical Education; Health Services; Information Technology; Physical Therapy; Medical Students; Student Satisfaction; Emotional Response; Foreign Countries; Cost Effectiveness; Denmark + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Computergrafik; Computersimulation; Teaching method; Lehrmethode; Unterrichtsmethode; Medizinische Ausbildung; Health service; Gesundheitsdienst; Gesundheitswesen; Informationstechnologie; Physiotherapie; Emotionales Verhalten; Ausland; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Dänemark
Abstract	Recent advances in virtual reality (VR) technologies provide new opportunities for e-learning by giving the students an increased sense of presence. One of the VR technologies recently introduced to the public is (360-degree) 360° video. Despite its limited empirical backing as an effective educational tool, this emerging technology could prove useful for e-learning and thus become a feasible IT-investment for education institutions. This paper reports on a controlled experiment with 360° video used in healthcare education. Eighty-one physiotherapy students participated in the experiment. Results show 360° video to be just as effective to enhance academic performance as regular video and traditional teaching. However, 360° video and regular video were less effective than traditional teaching in students' learning satisfaction. Only on the student's emotions about the learning climate did 360° video outperform regular video. Our results show that when comparing these educational technologies side-by-side with traditional teaching, traditional teaching is on most constructs equally or more effective. However, 360° video is a viable alternative to VR and regular video, because it is cost-effective and have a positive effect on the user's emotional response to the learning climate. These factors may influence how 360° video is accepted by students and educational institutions. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01