Evaluating 360o Video's Learning Effectiveness and Experiences: Results of a Comparative Study

Introduction

Videos are not only used for entertainment but are also widely used in education. While, in both cases, their value is unquestionable, they are not without limitations. For example, unless several cameras are used for recording the same scene, viewers are not free to choose the viewpoint of their liking. Not only that but, at any given time, the camera records images from a limited angle of coverage; viewers are unaware of what happens to the parts of the scene that are outside this angle. Omnidirectional panoramic videos, also known as spherical videos or 360^o videos, can surpass these limitations. When viewing them, users are placed at the center of a spherical scene and can freely change the viewing direction, as opposed to the limited and constant viewing angle offered by conventional videos. As a technological innovation they surfaced about two decades ago (Pintaric et al., 2000) but only recently they became a widely available product. For recording them, the cameras that are used can capture images covering a whole sphere, while their editing is -more or less- identical to that of conventional videos. Moreover, as with conventional videos, interactive hotspots can be added for triggering the display of additional multimedia content (e.g., text, images, photos, and other videos).

Interestingly enough, any device or software capable of handling conventional videos can be used for viewing 360^o videos. However, their full advantages are realized when smartphones or head-mounted displays (HMDs) are used. That is because the build-in accelerometers and gyroscopes of these devices track user movements and, in turn, the portion of the scene that corresponds to the user's relative viewing direction is presented. Although there are several types of HMDs, the one that made 360^o videos accessible to millions was Google cardboard. It is a low-cost (it costs just a few euros), low-tech device made out of cardboard or plastic. Actually, it has no electronics, it is just a shell with two lenses in which a smartphone is inserted. Users can navigate or trigger hotspots either using a very simple point-and-click controller or by looking towards the direction of a hotspot and holding their heads still for a few seconds.

Regardless of the device used, the 360^o viewing angle is vital as it offers a complete view of the structural parts of complex objects or environments (e.g., the interior of a temple or a museum) (Ardisara & Fung, 2018). The freedom of choosing the viewing perspective creates a sense of realism and allows for a more personalized experience (Argyriou et al., 2020). Because HMDs block the external stimuli and because of the imposing presentation of the visual material, users are immersed in the experience and have the feeling of presence, that is the illusion of “being there” (Montagud et al., 2020).

Bearing in mind the above, it can be argued that 360^o videos might be interesting educational tools, worth examining their potential. Indeed, researchers have already examined their use in several educational fields and knowledge domains. However, as they were recently commercialized, there are still several unresolved issues, leaving plenty of room for additional research. Given that, a project was implemented in which primary school students were the target group. Moreover, two types of 360^o videos (presented using HMDs and PC monitors) were comparatively examined and the learning outcomes were contrasted to those of printed material. It has to be noted that it was decided to examine the impact of 360^o videos per se and not as tools used during teaching, so as to remove other variables that might play an important role (e.g., the teachers or the instructional method). In addition, students' views and feelings regarding 360^o videos were also examined.