Abstract
Video-based and 360-Degree Video-based learning is still not spread in the social studies classroom. The present research intends to study the influence of these tools on seventh grade students' level of knowledge in social studies. One hundred and five seventh grade students participated in the present research. Thirty-five students constituted each one of three classes: a regular class, a video-based class and a 360-Degree video-based class. Each class was assigned arbitrarily a specific teaching method: the regular method, the video method and the 360-Degree video-based method. The research results indicated that the regular group had significantly higher scores in the Applying knowledge level than the 360-Degree video-based group. It also indicated that the video group had significantly higher scores in the Analysis knowledge level than the control and the 360-Degree video groups. Moreover, the results indicated that the video and the 360-Degree video groups had significantly higher scores in the Synthesis knowledge level than the control group. The two technological tools did not contribute to the Evaluating level. More research is needed to verify the impact of video-based learning and 360-Degree video-based learning on students' knowledge levels; especially on higher-order thinking processes, in the different disciplines, but particularly in the social studies.
Highlights
Technology integration in social studies is a disputed issue
THE FIRST RESEARCH QUESTION: THE DIFFERENCE BETWEEN THE RANK SCORES OF STUDENTS’ KNOWLEDGE IN EACH LEVEL The first research question verified whether the teaching method affected the level of Seven Grade students’ knowledge in social studies topics
The Kruskal-Wallis test was performed to examine whether the differences were significant between the scores of the students in the three classes in the six levels of knowledge, after the experiment
Summary
Technology integration in social studies is a disputed issue. Tarman and Baytak [3] found that social-studies prospective teachers viewed technology both as a tool and as an instructional strategy. The previous couple of studies indicate that technology could become a tool for learning the social studies, where two such tools are the video and the 360-Degree video (360DV). The importance of these couple of tools is emphasized in emergency education as COVID19 Pandemic. Suryandari and Singgih [4] suggested video-based learning as a tool that could support teachers in
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
