Abstract
360-degree videos offer new features to extend video-based learning scenarios. In combination with virtual reality (VR) displays such as full-feature or cardboard displays the use of 360-degree video can further support the feeling of immersion and provide more degrees of freedom to look around. This paper presents preliminary results from an interpretive case study (n=16) evaluating the use of 360-degree videos for video reflection of teacher training sessions in a business education context. In two courses students were offered to record their teaching sessions with a 360-degree video camera in order to reflect on their teaching performance. The process of video reflection consisted of watching the video multiple times and answering specific questions on didactics, content and performance. For this case study participants could explore three viewing experiences, a head-mounted display, a cardboard viewer and a web-based player. Based on their experiences made, they were interviewed focusing on the usefulness for video-based self- reflection. Preliminary results show that 360-degree videos are embraced positively and perceived more useful than regular video for reflection. However, challenges were identified for the scalability and usability of 360-degree video content.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of DELFI Workshops 2019 |
| Editors | Schulz, Sandra |
| Place of Publication | Berlin |
| Publisher | Gesellschaft für Informatik, Bonn |
| Pages | 153 - 160 |
| Publication status | Published - 2019 |
Austrian Classification of Fields of Science and Technology (ÖFOS)
- 102026 Virtual reality
- 202002 Audiovisual media
- 503030 Business education
- 503008 E-learning
Keywords
- 360
- 360-degree Video
- Higher Education
- Multimedia
- Teacher Training
- Video
- Video Reflection Case Study
- Virtual reality