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

Autor/inn/en	Hebbel-Seeger, Andreas; Riehm, Philipp; Kopischke, André; Baranovskaa, Marianna
Titel	LectureCast as 360 Degree Video: What Impact Do Immersion and Presence Experience Have on Learning Performance?
Quelle	In: Athens Journal of Education, 8 (2021) 1, S.23-36 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2407-9898
Schlagwörter	Video Technology; Lecture Method; Technology Uses in Education; Audiovisual Aids; Foreign Countries; College Instruction; Business Administration Education; Student Behavior; Academic Achievement; Instructional Effectiveness; College Freshmen; Germany + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Audiovisuelles Medium; Ausland; Hochschullehre; Student behaviour; Schülerverhalten; Schulleistung; Unterrichtserfolg; Studienanfänger; Deutschland
Abstract	In times of PodCast and MOOCs, 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 introduce 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. (As Provided).
Anmerkungen	Athens Institute for Education & Research. 8 Valaoritou Street, Kolonaki, Athens 10671, Greece. e-mail: education@atiner.gr; Web site: https://www.athensjournals.gr/aje
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01