Observing 360-degree classroom videos – Effects of video type on presence, emotions, workload, classroom observations, and ratings of teaching quality

Abstract

The use of classroom videos has become an increasingly popular topic in teacher education and educational research. Usually, video-based classroom observation is done using a "normal" 4:3 or 16:9 video recording from a given camera angle. By contrast, 360-degree videos do not predefine a specific camera angle during the recording, and the observer is able to choose the viewing direction while watching the video. Furthermore, research on 360-degree videos from other disciplines indicates that such videos might elicit more presence and emotions than traditional 16:9 videos, raising the question whether observations of teaching differ with respect to the type of video. Thus, the aim of the present experimental study was to explore whether perceived presence, emotions, workload, classroom observations, and ratings of teaching quality differ when student teachers are shown a 360-degree classroom video and when they are shown a traditional 16:9 classroom video. Fiftynine student teachers were randomly assigned either to watch a 360-degree video or a traditional 16:9 video. After watching the video, they indicated their perceived presence, emotions, workload, and ratings of teaching quality. They also analysed the video by describing and interpreting the relevant events they had noticed. The results showed that the 360-degree video elicited a higher degree of presence. However, there were no significant differences between the two video types with respect to perceived emotions, workload, observer ratings, or noticed events. We discuss the findings in terms of using classroom videos for research purposes and also for teacher education.