Abstract
In recent years, with the development of massive open online courses (MOOCs) and extended reality (XR), the use of XR within MOOCs is becoming more feasible. Aside from making simulations possible, XR can support learning in domains where spatial awareness can be critical, such as in architecture. An intermediate technology to XR is 360-degree videos embedded in MOOCs that can be rendered in two-dimensional view (2D) via web browsers or in three-dimensional (3D) view (i.e., volumetric) with the use of a head-mounted display (HMD). When rendered in 3D, a more immersive learning environment may be achieved as the field of view restrictions in 2D format are removed. However, whether the additional dimension can enhance the learning experience, may it be in performance or satisfaction, is yet to be investigated. This study used a short learning module using contents from an existing edX architecture MOOC in a pre-test/post-test randomized mixed methods experiment where learners watch 360-degree videos via a web browser or with an HMD while being observed. Results indicate that while HMD usage may appear to elicit more engagement, the measured learned outcomes between the two groups do not significantly differ. Since purchasing an HMD for online learning is an expense, suggestions for improving the 3D experience were derived from learner interviews. These include better scrutiny of the purpose and alignment of 360-degree video content with the lessons and more robust beta-testing before course release to the public.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
Notes
- 1.
This course is still available on https://www.edx.org/course/japanese-architecture-and-structural-design.
- 2.
A playlist of the 360-degree videos can be found in this URL: https://www.youtube.com/playlist?list=PLA-JBrgwfYIfqrlK82QY6IPwMmStfJ0Ba.
References
Atkins, A., Charles, F., Adjanin, N.: A new realm for distance and online learning: 360-degree VR. Teach. Journal. Mass Commun. 10(2), 51–54 (2020)
Berns, A., Mota, J.M., Ruiz-Rube, I., Dodero, J.M.: Exploring the potential of a 360 video application for foreign language learning. In: Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality, pp. 776–780 (2018)
Carlon, M.K.J., Keerativoranan, N., Cross, J.S.: Content type distribution and readability of MOOCs. In: Proceedings of the Seventh ACM Conference on Learning@ Scale, pp. 401–404 (2020)
Cipresso, P., Giglioli, I.A.C., Raya, M.A., Riva, G.: The past, present, and future of virtual and augmented reality research: a network and cluster analysis of the literature. Front. Psychol. 9, 2086 (2018)
Deng, R.: Emotionally engaged learners are more satisfied with online courses. Sustainability 13(20), 11169 (2021)
Deng, R., Benckendorff, P., Gannaway, D.: Linking learner factors, teaching context, and engagement patterns with MOOC learning outcomes. J. Comput. Assist. Learn. 36(5), 688–708 (2020)
Goethe, O.: Immersion in games and gamification. In: Gamification Mindset. HIS, pp. 107–117. Springer, Cham (2019). https://doi.org/10.1007/978-3-030-11078-9_10
Guo, P.J., Kim, J., Rubin, R.: How video production affects student engagement: an empirical study of MOOC videos. In: Proceedings of the First ACM Conference on Learning@ Scale, pp. 41–50 (2014)
Hanson, J., Andersen, P., Dunn, P.K.: Effectiveness of three-dimensional visualisation on undergraduate nursing and midwifery students’ knowledge and achievement in pharmacology: a mixed methods study. Nurse Educ. Today 81, 19–25 (2019)
Kerr, J., Lawson, G.: Augmented reality in design education: landscape architecture studies as AR experience. Int. J. Art Des. Educ. 39(1), 6–21 (2020)
McHugh, M.L.: Interrater reliability: the kappa statistic. Biochem. Medica 22(3), 276–282 (2012)
Muñoz-Carpio, J.C., Cowling, M., Birt, J.: Doctoral colloquium-exploring the benefits of using 360 video immersion to enhance motivation and engagement in system modelling education. In: 2020 6th International Conference of the Immersive Learning Research Network (iLRN), pp. 403–406. IEEE (2020)
Ocumpaugh, J.: Baker Rodrigo Ocumpaugh Monitoring Protocol (BROMP) 2.0 technical and training manual. New York, NY and Manila, Philippines: Teachers College, Columbia University and Ateneo Laboratory for the Learning Sciences, p. 60 (2015)
O’Malley, P.J., Agger, J.R., Anderson, M.W.: Teaching a chemistry MOOC with a virtual laboratory: lessons learned from an introductory physical chemistry course. J. Chem. Educ. 92(10), 1661–1666 (2015)
Papadatou-Pastou, M., Touloumakos, A.K., Koutouveli, C., Barrable, A.: The learning styles neuromyth: when the same term means different things to different teachers. Eur. J. Psychol. Educ. 36, 511–531 (2021)
Pirker, J., Holly, M., Gütl, C.: Room scale virtual reality physics education: use cases for the classroom. In: 2020 6th International Conference of the Immersive Learning Research Network (iLRN), pp. 242–246 (2020). https://doi.org/10.23919/iLRN47897.2020.9155167
Qian, J., Ma, Y., Pan, Z., Yang, X.: Effects of virtual-real fusion on immersion, presence, and learning performance in laboratory education. Virtual Real. Intell. Hardw. 2(6), 569–584 (2020)
Rupp, M.A., Kozachuk, J., Michaelis, J.R., Odette, K.L., Smither, J.A., McConnell, D.S.: The effects of immersiveness and future VR expectations on subjective-experiences during an educational 360 video. In: Proceedings of the Human Factors and Ergonomics Society Annual Meeting, vol. 60, pp. 2108–2112. SAGE Publications Sage CA, Los Angeles, CA (2016)
Seo, J.H., Kicklighter, C., Garcia, B., Chun, S.W., Wells-Beede, E.: Work-in-progress-design and evaluation of 360 VR immersive interactions in nursing education. In: 2021 7th International Conference of the Immersive Learning Research Network (iLRN), pp. 1–3. IEEE (2021)
Shin, D.H.: The role of affordance in the experience of virtual reality learning: technological and affective affordances in virtual reality. Telemat. Inform. 34(8), 1826–1836 (2017)
Sutherland, I.E., et al.: The ultimate display. In: Proceedings of the IFIP Congress, vol. 2, pp. 506–508. New York (1965)
Acknowledgement
This work was supported by the Japan Society for the Promotion of Science (JSPS) via the Grants-in-Aid for Scientific Research (Kakenhi) Grant Number JP20H01719. The authors thank Tokyo Tech Professor Toru Takeuchi and retired Professor David Stewart for their advice regarding this research project, which helped determine the direction and generated important ideas for further study. The authors also thank Tokyo Tech students in the Cross lab Dongzi Hu and Abraham Castro Garcia for their contribution to the experiments. This work was made possible by the support of Tokyo Tech’s Online Content Research and Development Section in the Center for Innovative Teaching and Learning.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2024 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this paper
Cite this paper
Liu, F., Carlon, M.K.J., Gaddem, M.R., Cross, J.S. (2024). Trial Assessment of Online Learners’ Engagement with 360-Degree Architecture Videos. In: Bourguet, ML., Krüger, J.M., Pedrosa, D., Dengel, A., Peña-Rios, A., Richter, J. (eds) Immersive Learning Research Network. iLRN 2023. Communications in Computer and Information Science, vol 1904. Springer, Cham. https://doi.org/10.1007/978-3-031-47328-9_5
Download citation
DOI: https://doi.org/10.1007/978-3-031-47328-9_5
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-031-47327-2
Online ISBN: 978-3-031-47328-9
eBook Packages: Computer ScienceComputer Science (R0)