Investigating learning outcomes and subjective experiences in 360-degree videos

• Published in: Computers and education 2019-01, Vol.128, p.256-268
• Main Authors: Rupp, Michael A., Odette, Katy L., Kozachuk, James, Michaelis, Jessica R., Smither, Janan A., McConnell, Daniel S.
• Format: Article
• Language: English
• Subjects: Immersion; Place illusion; Presence; Simulator sickness; Virtual reality learning environments
• ISSN: 0360-1315; 1873-782X
• DOI: 10.1016/j.compedu.2018.09.015

Virtual Reality experiences, particularly the 360-degree video, have become popular in recent years for creating immersive educational experiences. However, much is still unknown regarding the educational effectiveness of this medium. Here we examined pre-to-post changes in well-being, simulator sickness, and learning outcomes across four devices of varying levels of immersion: a smartphone, Google Cardboard, Oculus Rift DK2, and Oculus CV1 using a space-themed 360° educational video. More immersive devices induced greater induction of place illusion, greater positive affect, and better learning outcomes while demonstrating low prevalence of simulator sickness. Greater immersion was also associated with an increased interest in learning more about the video's subject-matter. On the other hand, less immersive technology led to increased simulation sickness which may have led to suboptimal educational experiences. Overall, we found support for the hypothesis that highly immersive experiences using 360° videos provide positive educational experiences while minimizing simulator sickness. •Videos were more effective when watched on the most immersive technology.•Feeling present led to a greater desire to learn about the video's subject-matter.•Greater simulator sickness was associated with decreased learning outcomes.