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Review

A review of research on 360-degree video and its applications to education

ORCID Icon, &
Pages 784-799 | Received 11 Dec 2020, Accepted 07 May 2021, Published online: 29 Jul 2021

References

  • *Papers reviewed in the study
  • *Argyriou, L., Economou, D., & Bouki, V. (2020). Design methodology for 360° immersive video applications: The case study of a cultural heritage virtual tour. Personal and Ubiquitous Computing, 24(6), 843–859. https://doi.org/10.1007/s00779-020-01373-8
  • Authors. (2020a).
  • Authors. (2020b).
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  • *Bernard, F., Gallet, C., Fournier, H.-D., Laccoureye, L., Roche, P.-H., & Troude, L. (2019). Toward the development of 3-dimensional virtual reality video tutorials in the French neurosurgical residency program. Example of the combined petrosal approach in the French College of Neurosurgery. Neurochirurgie, 65(4), 152–157. https://doi.org/10.1016/j.neuchi.2019.04.004
  • *Chang, C.-Y., Sung, H.-Y., Guo, J.-L., Chang, B.-Y., & Kuo, F.-R. (2019). Effects of spherical video-based virtual reality on nursing students’ learning performance in childbirth education training. Interactive Learning Environments, 1–17. https://doi.org/10.1080/10494820.2019.1661854
  • *Chang, S., Hsu, T., Kuo, W., & Jong, M. S. (2020). Effects of applying a VR-based two-tier test strategy to promote elementary students’ learning performance in a Geology class. British Journal of Educational Technology, 51(1), 148–165. https://doi.org/10.1111/bjet.12790
  • *Chang, S.-C., Hsu, T.-C., Chen, Y.-N., & Jong, M. S.-Y. (2020). The effects of spherical video-based virtual reality implementation on students’ natural science learning effectiveness. Interactive Learning Environments, 28(7), 915–929. https://doi.org/10.1080/10494820.2018.1548490
  • *Chen, M.-R A., & Hwang, G.-J. (2020). Effects of experiencing authentic contexts on English speaking performances, anxiety and motivation of EFL students with different cognitive styles. Interactive Learning Environments, 1–21. https://doi.org/10.1080/10494820.2020.1734626
  • *Chien, S.-Y., Hwang, G.-J., & Jong, M. S.-Y. (2020). Effects of peer assessment within the context of spherical video-based virtual reality on EFL students’ English-Speaking performance and learning perceptions. Computers & Education, 146, 103751. https://doi.org/10.1016/j.compedu.2019.103751
  • Concannon, B. J., Esmail, S., & Roberts, M. R. (2019). Head-mounted display virtual reality in post-secondary education and skill training. Frontiers in Education, 4(80), 1–23. https://doi.org/10.3389/feduc.2019.00080
  • *Eiris, R., Gheisari, M., & Esmaeili, B. (2018). PARS: Using augmented 360-degree panoramas of reality for construction safety training. International Journal of Environmental Research and Public Health, 15(11), 2452. https://doi.org/10.3390/ijerph15112452
  • *Fraustino, J. D., Lee, J. Y., Lee, S. Y., & Ahn, H. (2018). Effects of 360° video on attitudes toward disaster communication: Mediating and moderating roles of spatial presence and prior disaster media involvement. Public Relations Review, 44(3), 331–341. https://doi.org/10.1016/j.pubrev.2018.02.003
  • *Geng, J., Chai, C.-S., Jong, M. S.-Y., & Luk, E. T.-H. (2019). Understanding the pedagogical potential of interactive spherical video-based virtual reality from the teachers’ perspective through the ACE framework. Interactive Learning Environments, 1–16. https://doi.org/10.1080/10494820.2019.1593200
  • *Harrington, C. M., Kavanagh, D. O., Quinlan, J. F., Ryan, D., Dicker, P., O’Keeffe, D., Traynor, O., & Tierney, S. (2018a). Development and evaluation of a trauma decision-making simulator in Oculus virtual reality. The American Journal of Surgery, 215(1), 42–47. https://doi.org/10.1016/j.amjsurg.2017.02.011
  • *Harrington, C. M., Kavanagh, D. O., Wright Ballester, G., Wright Ballester, A., Dicker, P., Traynor, O., Hill, A., & Tierney, S. (2018b). 360° operative videos: A randomised cross-over study evaluating attentiveness and information retention. Journal of Surgical Education, 75(4), 993–1000. https://doi.org/10.1016/j.jsurg.2017.10.010
  • *Herault, R. C., Lincke, A., Milrad, M., Forsgärde, E.-S., & Elmqvist, C. (2018). Using 360-degrees interactive videos in patient trauma treatment education: Design, development and evaluation aspects. Smart Learning Environments, 5(1), 1–15. https://doi.org/10.1186/s40561-018-0074-x
  • *Hodgson, P., Lee, V. W. Y., Chan, J. C. S., Fong, A., Tang, C. S. Y., Chan, L., & Wong, C. (2019). Immersive virtual reality (IVR) in higher education: Development and implementation. In M. Dieck &, T. Jung (Eds.), Augmented Reality and Virtual Reality (pp. 161–173). New York: Springer. https://doi.org/10.1007/978-3-030-06246-0_12
  • *Huang, H. L., Hwang, G. J., & Chang, C. Y. (2020). Learning to be a writer: A spherical video-based virtual reality approach to supporting descriptive article writing in high school Chinese courses. British Journal of Educational Technology, 51(4), 1386–1405. https://doi.org/10.1111/bjet.12893
  • *Huber, T., Paschold, M., Hansen, C., Wunderling, T., Lang, H., & Kneist, W. (2017). New dimensions in surgical training: Immersive virtual reality laparoscopic simulation exhilarates surgical staff. Surgical Endoscopy, 31(11), 4472–4477. https://doi.org/10.1007/s00464-017-5500-6
  • Jensen, L., & Konradsen, F. (2018). A review of the use of virtual reality head-mounted displays in education and training. Education and Information Technologies, 23(4), 1515–1529. https://doi.org/10.1007/s10639-017-9676-0
  • *Johnson, C. D. L. (2018). Using virtual reality and 360-degree video in the religious studies classroom: An experiment. Teaching Theology & Religion, 21(3), 228–241. https://doi.org/10.1111/teth.12446
  • *Kittel, A., Larkin, P., Elsworthy, N., & Spittle, M. (2019). Using 360° virtual reality as a decision making assessment tool in sport. Journal of Science and Medicine in Sport, 22(9), 1049–1053. https://doi.org/10.1016/j.jsams.2019.03.012
  • *Lau, K. W., Lee, P. Y., & He, M. Y. (2018). 360 degree immersive videos: a way to improve organizational learning practices. Development and Learning in Organizations: An International Journal, 32(6), 8–11. https://doi.org/10.1108/DLO-02-2018-0029
  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
  • Li, H., Chan, G., & Skitmore, M. (2012). Multiuser virtual safety training system for tower crane dismantlement. Journal of Computing in Civil Engineering, 26(5), 638–647. https://doi.org/10.1061/(ASCE)CP.1943-5487.0000170
  • *Lin, H. C.-S., Yu, S.-J., Sun, J. C.-Y., & Jong, M. S. Y. (2019). Engaging university students in a library guide through wearable spherical video-based virtual reality: Effects on situational interest and cognitive load. Interactive Learning Environments, 1–16. https://doi.org/10.1080/10494820.2019.1624579
  • *Liu, Q., Homma, R., & Iki, K. (2020a). Evaluating cyclists’ perception of satisfaction using 360° videos. Transportation Research Part A: Policy and Practice, 132, 205–213. https://doi.org/10.1016/j.tra.2019.11.008
  • *Liu, Q., Wang, Y., Yao, M. Z., Tang, Q., & Yang, Y. (2020b). The effects of viewing an uplifting 360-degree video on emotional well-being among elderly adults and college students under immersive virtual reality and smartphone conditions. Cyberpsychology, Behavior, and Social Networking, 23(3), 157–164. https://doi.org/10.1089/cyber.2019.0273
  • Parmaxi, A. (2020). Virtual reality in language learning: A systematic review and implications for research and practice. Interactive Learning Environments, 1–13. https://doi.org/10.1080/10494820.2020.1765392
  • *Repetto, C., Natale, A. F., Villani, D., Triberti, S., Germagnoli, S., & Riva, G. (2020). The use of immersive 360° videos for foreign language learning: A study on usage and efficacy among high-school students. Interactive Learning Environments, 1–16. https://doi.org/10.1080/10494820.2020.1863234
  • *Rupp, M. A., Odette, K. L., Kozachuk, J., Michaelis, J. R., Smither, J. A., & Mcconnell, D. S. (2019). Investigating learning outcomes and subjective experiences in 360-degree videos. Computers & Education, 128, 256–268. https://doi.org/10.1016/j.compedu.2018.09.015
  • *Schmidt, M., Schmidt, C., Glaser, N., Beck, D., Lim, M., & Palmer, H. (2019). Evaluation of a spherical video-based virtual reality intervention designed to teach adaptive skills for adults with autism: A preliminary report. Interactive Learning Environments, 1–20. https://doi.org/10.1080/10494820.2019.1579236
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  • *Smith, H., & Townsend, S. D. C. (2021). Investigating the efficacy of utilizing 360° camera technology as a language teaching and learning tool in a science content based EFL classroom. Innovation in Language Learning and Teaching, 15(2), 113–143. https://doi.org/10.1080/17501229.2019.1710515
  • Snelson, C., & Hsu, Y. (2020). Educational 360-degree videos in virtual reality: A scoping review of the emerging research. TechTrends, 64(3), 404–412. https://doi.org/10.1007/s11528-019-00474-3
  • *Song. (2019). Enhancing intercultural competence with 360-degree virtual reality videos. The Korean Language in America, 23(1), 85. https://doi.org/10.5325/korelangamer.23.1.0085
  • *Stupar-Rutenfrans, S., Ketelaars, L. E. H., & Gisbergen, M. S. V. (2017). Beat the fear of public speaking: mobile 360° video virtual reality exposure training in home environment reduces public speaking anxiety. Cyberpsychology, Behavior, and Social Networking, 20(10), 624–633. https://doi.org/10.1089/cyber.2017.0174
  • *Sultan, L., Abuznadah, W., Al-Jifree, H., Khan, M. A., Alsaywid, B., & Ashour, F. (2019). An experimental study on usefulness of virtual reality 360° in undergraduate medical education. Advances in Medical Education and Practice, 10, 907–916. https://doi.org/10.2147/AMEP.S219344
  • *Sun, F.-R., Pan, L.-F., Wan, R.-G., Li, H., & Wu, S.-J. (2021). Detecting the effect of student engagement in an SVVR school-based course on higher level competence development in elementary schools by SEM. Interactive Learning Environments, 29(1), 3–14. https://doi.org/10.1080/10494820.2018.1558258
  • *Taubert, M., Webber, L., Hamilton, T., Carr, M., & Harvey, M. (2019). Virtual reality videos used in undergraduate palliative and oncology medical teaching: Results of a pilot study. BMJ Supportive & Palliative Care, 9(3), 281–285. https://doi.org/10.1136/bmjspcare-2018-001720
  • *Taylor, N., & Layland, A. (2019). Comparison study of the use of 360-degree video and non-360-degree video simulation and cybersickness symptoms in undergraduate healthcare curricula. BMJ Simulation and Technology Enhanced Learning, 5(3), 170–173. https://doi.org/10.1136/bmjstel-2018-000356
  • *Theelen, H., Beemt, A., & Brok, P. (2019). Using 360-degree videos in teacher education to improve preservice teachers professional interpersonal vision. Journal of Computer Assisted Learning, 35(5), 582–594. https://doi.org/10.1111/jcal.12361
  • *Wu, J., Guo, R., Wang, Z., & Zeng, R. (2019). Integrating spherical video-based virtual reality into elementary school students’ scientific inquiry instruction: Effects on their problem-solving performance. Interactive Learning Environments, 1–14. https://doi.org/10.1080/10494820.2019.1587469
  • *Ye, X., Liu, P.-F., Lee, X.-Z., Zhang, Y.-Q., & Chiu, C.-K. (2021). Classroom misbehaviour management: an SVVR-based training system for preservice teachers. Interactive Learning Environments, 29(1), 112–118. https://doi.org/10.1080/10494820.2019.1579235
  • *Yoganathan, S., Finch, D., Parkin, E., & Pollard, J. (2018). 360° virtual reality video for the acquisition of knot tying skills: A randomised controlled trial. International Journal of Surgery, 54, 24–27. https://doi.org/10.1016/j.ijsu.2018.04.002
  • *Zulkiewicz, B. A., Boudewyns, V., Gupta, C., Kirschenbaum, A., & Lewis, M. A. (2020). Using 360-degree video as a research stimulus in digital health studies: Lessons learned. JMIR Serious Games, 8(1), e15422. https://doi.org/10.2196/15422

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