Abstract
Due to its immersive and interactive nature, 360-degree video is becoming ever more popular. However, little is known about the public’s viewpoints and attitudes regarding the use of this emerging technology in educational contexts. This study reviews the research evidence for 360° video, virtual learning environments and social media and presents related studies. Moreover, the methodology, the tools and the analysis process used to comparatively analyze social media data are presented and the results that arose are showcased. The use of 360° video in education is discussed and directions for future research are given. Based on the data from the last 10 years, the main findings of the study show that 360° video and its use in educational settings are recognized positively by the public who mostly express anticipation, trust and joy when referring to it. Nonetheless, teachers are unfamiliar with 360° video and do not have the necessary technical skills to develop educational material using it or incorporating it into teaching activities. Finally, 360° video is proven to be an effective educational tool which satisfies the emerging educational needs, enriches the teaching and learning process and promotes students’ motivation, active participation and engagement, rendering, thus, learning more effective.
Highlights
As it was aptly described over a decade ago, today’s students are no longer the people our educational system was designed to teach (Prensky, 2001)
After testing various keywords both separately and in combination, we resulted in using the keywords 360video, 360 degree video, 360-degree video, 360° video to acquire public’s opinion on 360° video and the same keywords were used in combination with the keywords education, university, higher education, professional development, school to obtain their viewpoint on the specific use of 360° video in education
Emphasis is being put on the education field, as 360° video can help satisfy the new and upcoming educational needs
Summary
As it was aptly described over a decade ago, today’s students are no longer the people our educational system was designed to teach (Prensky, 2001). Education methods should be adapted in such a way as to accommodate these evolving and varying learning styles and emerging educational needs and requirements (DiLullo et al, 2011). In order to improve the quality of education to meet these new requirements and adjust to the new conditions, Information and Communication Technologies (ICT) have been integrated into education and technology-enhanced learning methods have been implemented (Alexander et al, 2019; Henard and Roseveare, 2012). (2021) 8:20 century education as it allows easy and rapid access to information and services and renders the creation of immersive virtual learning environments feasible. Based on a study conducted by European University Association, 91% of European Higher Education institutes have already delivered blended and distance learning courses (Gaebel et al, 2014)
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