Abstract
360-degree videos hold great potential as learning tools that can provide a sense of presence with instructors. However, much remains to be explored about how these videos should be designed. Across three within-subjects studies, we compared the effects of two different narrative styles, monologue and dialogue, on learning experiences in 360-degree videos filmed in an apple orchard. Study 1 presented the 360-degree videos using virtual reality (VR) with head-mounted displays. Study 2 presented the same content in web-based VR using computer screens. Replicating Study 2, Study 3 further examined users' interaction with the video content using on-screen mouse tracking. Across all three studies, participants preferred a monologue format, and also reported higher physical and social presence in this format. Furthermore, greater physical presence correlated with improved recall of informative content. This suggests that many of the benefits of 360-degree videos can be enjoyed even by students and teachers without access to VR headsets, providing more inclusive and accessible learning opportunities.
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