Impact of Immersive Virtual Reality Content Using 360-degree Videos in Undergraduate Education

• Published in: IEEE transactions on learning technologies 2022-02, Vol.15 (1), p.1-1
• Main Authors: Kim, Jihyung, Kim, Kyeongsun, Kim, Wooksung
• Format: Article
• Language: English
• Subjects: Adaptive and intelligent educational systems; Cameras; Cognitive Ability; College Students; Colleges & universities; Computer Assisted Instruction; Computer Simulation; devices for learning; Distance learning; Electronic Learning; immersive environment; Immersive virtual reality; Instructional Effectiveness; Instructional Materials; Learner Engagement; Learning Environments; Learning Modalities; Sports; Statistical analysis; Student Attitudes; Student Motivation; Students; Teaching Methods; Three-dimensional displays; Training; Two dimensional analysis; Undergraduate Study; Video; Video Technology; Videos; Virtual reality; virtual reality and augmented reality
• ISSN: 1939-1382; 2372-0050
• DOI: 10.1109/TLT.2022.3157250

This study investigated the impact of immersive virtual reality (VR) content, using 360-degree videos, in undergraduate education. To improve the delivery and reality of 360-degree VR content, we filmed the video in the third person so that the viewers could feel like they were in the environment where the lecture was conducted. To verify the educational effects, 33 university students participated in our experiment. We conducted pre-test learning, using 360-degree videos, and post-test learning via conventional 2D videos for statistical analysis. A paired t-test was used to compare the means of the pre-test and the post-test. In addition, learning via 360-degree videos was assessed for its effectiveness through questionnaires consisting of five measurement elementsengagement, immersion, motivation, cognitive benefits, and perceived learning effectivenessand comparing them to the existing 2D video method, based on e-learning. From the results, we confirmed that the teaching material delivered through 360-degree VR content allows students to be more focused, immersed, and interested than 2D learning modes. Furthermore, the high scores of cognitive and perceived learning elements imply that VR-based 360-degree educational content can encourage more active participation than traditional lectures, and can improve the ability to analyze and organize study lessons.