Spherical Video-based Virtual Reality Research Articles

A comparative study on the impact of four different SVVR-supported intercultural learning environments on learners’ intercultural competence and learning engagement

ABSTRACT In the digital age, spherical video-based virtual reality (SVVR) emerges as a powerful tool for intercultural education, enabling immersive experiences that transcend geographical boundaries. However, prevalent research often reduces learners to passive observers, constraining the cultivation of intercultural competence. This study addresses the gap in current research by examining the effects of learning devices and interaction components within SVVR environments, based on embodied cognition theory, on intercultural competence. Additionally, it also focuses on student engagement during intercultural learning in SVVR environments, an aspect that previous studies have insufficiently explored. Using a mixed-methods approach with 80 participants from China and Indonesia, we compared four distinct learning environments: Basic Learning Environment (BLE), Virtual Reality Learning Environment (VRLE), Basic Guide Learning Environment (BGLE), and Embodied interactive Learning Environment (EILE). The findings indicate that the EILE, which achieves a higher level of embodied interaction, significantly enhances intercultural competence and learning engagement compared to other conditions. Specifically, EILE group showed superior emotional and cognitive engagement, as well as diverse and proactive behavioural patterns. This study underscores the importance of educational design in SVVR, showing that careful consideration of learning devices and interactive components can promote active learning, deeper understanding, and positive learning behaviours.

Learning in the spherical video-based virtual reality context: effects of immersion level and spatial ability on learning performance and experience

ABSTRACT Spherical video-based virtual reality (SVVR) is an emerging technology in the creation of virtual reality learning contexts. Existing studies have shown that immersion level and spatial ability affect learning performance and experience. Different levels of spatial ability also result in different learning performances and experiences in different levels of immersion, but this interaction effect remains unclear in the SVVR context. We conducted a 2 × 2 factorial experimental study to investigate the interactive effect of immersion level (high vs. low) and students’ spatial ability (high vs. low) on learning performance and experience in the SVVR context. A total of 120 college students participated in the study. The results showed that learning performance, presence, and motivation were significantly higher for high immersion than for low immersion. Learning performance was significantly higher for learners with high spatial ability than for those with low spatial ability. There was a significant interaction effect between immersion level and spatial ability on learning performance. The learning performance of learners with low spatial ability was significantly higher at high immersion than at low immersion. These findings provide a reference for educators to better apply SVVR to their teaching and help them personalize their instruction to students.

Expanding Horizons: Fostering Creativity and Curiosity through Spherical Video‐Based Virtual Reality in Project‐Based Language Learning

AbstractThe aim of this study is to explore how the creation of spherical video‐based virtual reality (SVVR) influences students' creativity and curiosity in project‐based language learning (PBLL). Technology is widely used in various instructional contexts, and due to increasing interest in VR technologies, the current study investigated how SVVR technology in PBLL might influence students' self‐assessment of creativity and curiosity. Twenty‐seven students participated in an SVVR‐enhanced PBL course and were asked to complete two questionnaires on creativity and curiosity. Data from students' reflective journals and teacher notes were also analyzed to investigate implementations for using SVVR in language learning. The findings showed that students' self‐assessment of their levels of creativity and curiosity demonstrated statistically significant development. The findings from qualitative data analysis identified English language competence as a factor that could have influenced students' performance during the course. The findings support the potential for SVVR in PBLL for motivating students to embrace new ideas and perspectives while participating in authentic problem‐solving activities.

Development of a Social Communication Skills Intervention Using Video Modeling and Spherical Video-Based Virtual Reality for High Functioning Autism Spectrum Disorder Youth: A Preliminary Study

Development of a Social Communication Skills Intervention Using Video Modeling and Spherical Video-Based Virtual Reality for High Functioning Autism Spectrum Disorder Youth: A Preliminary Study

Learning Experience Design and Unpacking Sociocultural, Technological, and Pedagogical Design Considerations of Spherical Video-Based Virtual Reality Systems for Autistic Learners: A Systematic Literature Review.

This systematic literature review discusses the use of spherical video-based virtual reality (SVVR) as a training and therapy intervention for autistic individuals. The authors emphasize the need for an evidence-based framework with guidelines and design considerations to help developers and educators tailor SVVR to the diverse needs of autistic learners. The paper highlights the unique benefits of SVVR, such as being relatively easier to develop compared to other VR technologies and high compatibility with various devices, making it more affordable for educational settings. The authors also discuss the importance of the STP (Sociotechnical-Pedagogical) framework for evaluating and designing social aspects of SVVR interventions for autistic individuals.

Through the lens of artificial intelligence: A novel study of spherical video-based virtual reality usage in autism and neurotypical participants

The current study explores the use of computer vision and artificial intelligence (AI) methods for analyzing 360-degree spherical video-based virtual reality (SVVR) data. The study aimed to explore the potential of AI, computer vision, and machine learning methods (including entropy analysis, Markov chain analysis, and sequential pattern mining), in extracting salient information from SVVR video data. The research questions focused on differences and distinguishing characteristics of autistic and neurotypical usage characteristics in terms of behavior sequences, object associations, and common patterns, and the extent to which the predictability and variability of findings might distinguish the two participant groups and provide provisional insights into the dynamics of their usage behaviors. Findings from entropy analysis suggest the neurotypical group showed greater homogeneity and predictability, and the autistic group displayed significant heterogeneity and variability in behavior. Results from the Markov Chains analysis revealed distinct engagement patterns, with autistic participants exhibiting a wide range of transition probabilities, suggesting varied SVVR engagement strategies, and with the neurotypical group demonstrating more predictable behaviors. Sequential pattern mining results indicated that the autistic group engaged with a broader spectrum of classes within the SVVR environment, hinting at their attraction to a diverse set of stimuli. This research provides a preliminary foundation for future studies in this area, as well as practical implications for designing effective SVVR learning interventions for autistic individuals.

Actualization of teaching conceptions in lesson design: how teaching conceptions shape TPACK regarding spherical video-based virtual reality-supported writing instruction

AbstractThe effective application of spherical video-based virtual reality (SVVR) in writing education depends on teachers’ lesson design, which is deeply influenced by their technological pedagogical and content knowledge (TPACK). However, how teaching conceptions, as the fundamental viewpoint that influences teachers’ teaching focuses, shape their TPACK remains uncertain. This study aimed to explore how teachers’ conceptions shape their TPACK regarding SVVR-supported writing instruction. Twenty-one secondary school teachers participated in this study and conducted one semester of SVVR-supported writing lessons. Data were collected through semi-structured interviews, and the interview transcriptions were analyzed using content analysis to explore the association between the teaching conceptions and TPACK. Teaching conceptions were classified into three orientations, namely skill, community, and identity, to reflect the teachers’ teaching focuses. TPACK was classified into three categories, namely Replacement, Amplification, and Transformation, to indicate the levels of integrating SVVR into the writing lessons. The results showed that teachers with students’ identity-focused conceptions shaped their TPACK at the Transformation level of SVVR integration. Teachers with community-focused conceptions developed students’ emotional connections with people and places through their TPACK for deeper writing. Teachers with skill-focused conceptions, on the other hand, shaped their TPACK at the Replacement level that replaced the existing teaching activities and resources with SVVR to teach students writing skills. The findings suggest that teachers may need to shift the conceptions of writing instruction toward identity orientation to develop transformative TPACK.

Pedagogical adoption of SVVR in formal education: Design-based research on the development of teacher-facilitated tactics for supporting immersive and interactive virtual inquiry fieldwork-based learning

Although spherical video-based virtual reality (SVVR) has gained attention as an effective tool for technology-enhanced learning, little research has been conducted on its integration in formal education settings and the role of teachers in facilitating its pedagogical use. In this study, a design-based research (DBR) approach was used to develop teacher-facilitated tactics for SVVR-supported learning based on virtual inquiry fieldwork in formal senior secondary geography education in Hong Kong. Over a period of 2 academic years, we engaged with nine teachers (from nine schools across the upper, middle, and lower academic bands in Hong Kong) and their Grade-10 classes, which comprised a total of 504 students. In addition to reporting and discussing the pedagogical effectiveness of the teacher facilitation practices designed, enacted, analysed, and refined in the iterative DBR process, this paper presents the teacher facilitation principles deduced from these practices. Overall, the findings and implications of this DBR are academically and practically relevant for researchers and educational practitioners who seek to utilise SVVR for educational purposes and strive to enhance its pedagogical effectiveness.

Incorporation of peer‐feedback into the pedagogical use of spherical video‐based virtual reality in writing education

Writing is a fundamental skill linked closely with academic achievement, day‐to‐day communication, formal negotiations, and more. However, due to their lack of contextual experience, learning to write has been a demanding and complex cognitive process for most learners. As a result, learners struggle to exhibit positive learning behaviours and cognitive engagement in writing, let alone embrace deep and autonomous learning. To solve these problems, in the present study, a spherical video‐based virtual reality (SVVR) learning environment is developed to provide students with a contextual learning experience. Moreover, a peer feedback strategy is used to guide students in deep learning in writing. A quasi‐experimental study was conducted to verify the effectiveness of the proposed approach. A total of 79 students from one primary school in southeast China were recruited. The students were assigned to either the experimental group (EG) exposed to the peer‐feedback‐based SVVR (PF‐SVVR) approach or the control group (CG) exposed to the conventional SVVR (C‐SVVR) approach. The results show that PF‐SVVR had more positive effects than C‐SVVR in terms of students' writing performance, cognitive engagement and autonomous learning tendency. In addition, the PF‐SVVR approach was found to be more beneficial for triggering deep learning in writing than the C‐SVVR approach. This study further found that students in the PF‐SVVR group tended to exhibit less disorderly behaviours than those in the C‐SVVR group. Our study contributes to the prior literature by exploring the educational potential of the PF approach in the context of SVVR‐enabled writing learning. Practitioner notesWhat is already known about this topic Peer feedback approach provides opportunities for writing learners to regulate their longer‐term cognitive and behavioural competencies. Spherical video‐based virtual reality (SVVR) not only provides an authentic experiential learning context for learners, but it also significantly reduces the cost and the need for the high‐tech capabilities of traditional VR. What this paper adds A peer feedback‐based SVVR approach is proposed to promote students in learning to write. It was found that students' quality of learning to write can be improved by applying the PF‐SVVR approach in writing courses. Implications for practice and/or policy It is worth promoting the application of the peer feedback strategy and SVVR in school settings. The PF‐SVVR approach is useful for promoting young writing learners' cognitive engagement, autonomous learning tendency and deep learning. Further investigations on the effects of employing the PF‐SVVR approach in writing, with anonymous strategies in the process of giving or receiving peer feedback, are expected.

Immersive Learning with Virtual Field Visits: Spherical Video-Based Virtual Reality of Factory Environments

The authors develop, use, and evaluate a spherical video-based virtual reality (SVVR) app for teaching operations management. The app contains a 360-degree photo-realistic copy of real factory environments with blended information and gamified exercises. To solve a learning assignment, students virtually immerse themselves in the factory using the app on their smartphones with virtual reality headsets, tablets, or computers. The authors developed the SVVR app together with an industrial partner, implemented it in a graduate-level course on production and operations management, and evaluated it by drawing on app user data, assignment grade scores, and an evaluation survey. The results show that students reported an overall positive learning experience and that students who engaged more in the SVVR app performed better on the assignment. This paper contributes to the literature on SVVR with evidence of the learning effects of SVVR in an operations management curriculum. It provides an example of how SVVR enables virtual factory visits, integrates gamification elements, and can be integrated into teaching. Funding: This work was supported by the ETH Zurich Innovedum.

The intercultural communication competence improvement for pre-service CSL teachers: A blended learning method based on SVVR

BACKGROUND: With the growing global influence of new coronary pneumonia and an increasing number of successful education case, spherical video-based virtual reality (SVVR) has arisen as an application for effective integration with teaching and learning. OBJECTIVE: This is a mixed-methods study on SVVR-based training for pre-service CSL teachers to more effectively develop their cross-cultural communication and interaction abilities. METHODS: An experimental strategy was adopted in this work. First, the processing of VR technology for designed TVET courses, including practical training courses, had been completed; The second experiment was a group experiment of one month; Finally, the hypotheses were tested by an independent sample t-test. RESULTS: Based on experiment data of the learners, this study build a multi-modal hybrid training and recognition model and confirm hybrid approach effectively improves the intercultural communication abilities of pre-service CSL teachers. CONCLUSIONS: The findings of this study confirm that information technology plays an important role in pre-service CSL teacher training, and teachers should incorporate more information technology, design more hands-on interactive activities and scenarios, and take into account the individual differences of learners in the teaching process. Several policy proposals are offered to ensure that ICT is better integrated into classroom instruction.

Unleashing imagination: an effective pedagogical approach to integrate into spherical video-based virtual reality to improve students’ creative writing

Unleashing imagination: an effective pedagogical approach to integrate into spherical video-based virtual reality to improve students’ creative writing

Research on high school students' behavior in art course within a virtual learning environment based on SVVR.

Students who use spherical video-based virtual reality (SVVR) teaching materials for learning are able to gain more self-regulated, explorative, and immersive experiences in a virtual environment. Using SVVR teaching materials in art courses can present diverse and unique teaching effects, while also leading to the emergence of students' flow states. Therefore, through an art course teaching experiment, this study investigated 380 high school students and used structural equation modeling to analyze the antecedents and outcomes of students' flow state in using SVVR teaching materials. The results show that in using SVVR teaching materials in art courses, more attention should be paid to the control and telepresence in the antecedents of students' flow state. Only when they obtain better flow experiences can they have higher perceived usefulness and satisfaction with the content of the art course, as well as stronger intentions to continue using it. These results can provide a reference for the development and use of SVVR teaching materials in high school art courses.

A Study on the Impact of A spherical videobased virtual reality on Teaching English Writing Guided by Experiential Learning Circle Theory

English as an international language, English writing is a very important skill as an important form of language output, which is not only an important means of expressing emotions and awareness, but also reflects the ability to use language in an integrated way. In language teaching, the development of English writing skills is an important and challenging teaching task. English writing language is expressed not only at the basic level of vocabulary, grammar, and sentence structure, but also at the higher-order level of text organization, logical reasoning, and argumentation. However, in traditional English writing teaching, students usually do not have the opportunity to have an in-depth experience of the context of the topic, which leads to a lack of motivation and poor writing results. Therefore, this study developed an SVVR learning system based on spherical video-based virtual reality (SVVR) technology and conducted a quasi-experiment in a university English major classroom. The results of the study showed that the SVVR-supported approach to English writing could improve students' writing performance, enrich writing content, and increase learning motivation.

The Effects of Spherical Video-Based Virtual Reality and Conventional Video on Students’ Descriptive Writing Achievement and Motivation: A Comparative Study

This study compares the effects of Spherical Video-Based Virtual Reality (SVVR) and Conventional Video (CV) on students’ writing achievement and motivation. A quasi-experimental method was used in a primary school’s Chinese Descriptive Article Writing courses. Twenty-eight fourth-grade students were randomly divided into two groups. In the SVVR group, students observed the writing scenes using SVVR devices. In the CV group, students watched the writing scenes through conventional video. SPSS software was used for the statistical analysis of the data. The results show that: (1) there is no significant difference ( U = 714, p = .061) in the overall writing achievement between SVVR and CV groups. However, students in the SVVR group performed significantly better in Organization ( U = 693, p = .029) and Content ( U = 609, p = .003) than those in the CV group. (2) Overall writing motivation improved in both SVVR and CV groups. The improvement of writing expectations in the CV group was significantly higher than that of the SVVR group ( t = −2.119, p = .044). Therefore, we suggest that schools: (1) design the integration method of SVVR and writing learning to solve the problem of the gap between students’ immersive situational experience and completing their writing goals. (2) use the immersive and interactive features of SVVR technology to create virtual experience scenes to improve students’ observation and description abilities. (3) add activity clues to guide students to experience SVVR scenes purposefully and plan and transform situational interest into learning ability. (4) further optimize SVVR devices to improve their usability during learning.

Effects of an article-structure strategy-based spherical video-based virtual reality approach on EFL learners’ English reading comprehension and learning conceptions

ABSTRACT Reading comprehension is critical and challenging for the English learning process. EFL (English as Foreign Language) learners often do not understand the meaning of the text due to the lack of an authentic learning context. This easily leads learners to read literally without deeply understanding. To address this issue, an article-structure strategy-based SVVR (short for ASS-SVVR) approach was proposed in the study, in which spherical video-based virtual reality (SVVR) was employed to immerse EFL learners in a real environment, and the article-structure strategy was introduced as step-by-step reading scaffolding to improve reading efficiency, accuracy, and comprehension. To verify the effectiveness of the proposed approach, a quasi-experiment was conducted in an English reading class at a university with two classes of 63 EFL learners. Among them, 33 learners were randomly distributed to the experimental group, conducting the ASS-SVVR approach, while the remaining 30 were assigned to the control group, conducting the conventional SVVR (C-SVVR) approach. The research findings showed that EFL students conducting the ASS-SVVR approach had positive performance in reading comprehension, extrinsic learning motivation, and metacognitive awareness of reading strategy. Moreover, cognitive load and sense of presence were not shown to have a significant difference between the two groups.

Promoting international high‐school students' Chinese language learning achievements and perceptions: A mind mapping‐based spherical video‐based virtual reality learning system in Chinese language courses

AbstractBackgroundAs adequate support, virtual reality (VR) has been increasingly introduced into the classroom to help students learn a new language. However, empirical studies exploring the educational potential of using 360° spherical video‐based virtual reality (SVVR) in high‐school Chinese language classrooms are still lacking.ObjectivesA mind mapping‐based SVVR learning system is proposed for international high‐school students' Chinese courses and examines its effects on improving Chinese learning achievements and perceptions among Grade 10 students who learn Chinese as a foreign language.MethodsThis study adopted a quasi‐experiment design. Participants (N = 66) were assigned to one of three conditions: mind mapping‐based SVVR (MMBSVVR), conventional SVVR (CSVVR), or traditional lecturing (TL). Our mixed‐method approach employed pre‐and post‐tests to measure Chinese learning achievements, questionnaires to measure Chinese learning motivation, problem‐solving ability, and self‐efficacy, and semi‐structured interviews to further explore students' feelings and attitudes about Chinese courses in corresponding learning environments.Results and ConclusionsThe results showed that the MMBSVVR classroom significantly improved high students' Chinese learning achievements in Chinese vocabulary and making sentence, problem‐solving ability, and self‐efficacy. Moreover, SVVR stimulates students' learning interest and class participation, and mind mapping provides students with a clear guide to arrange the knowledge. These findings help interpret the relationships between MMBSVVR and learning achievements, Chinese learning motivation, problem‐solving ability, and self‐efficacy in an international high school Chinese courses, thus providing insight on integrating MMBSVVR into existing classrooms.

An exploration-based SVVR approach to promote students’ chemistry learning effectiveness

ABSTRACT In science education, chemistry is a discipline that involves macroscopic matter and microscopic particles. It is difficult for the traditional teaching approach to help learners comprehend abstract chemical knowledge. Researchers have attempted to use Virtual Reality (VR) to help learners realize meaningful knowledge via visualizing the learning content. However, merely engaging students in experiencing the scientific contexts is not enough. To fill this gap, the present study adopted Spherical Video-based Virtual Reality (SVVR) to create authentic learning contexts for learners, and proposed an exploration-based SVVR approach which aimed to promote students’ understanding of abstract concepts and improve their competence of completing chemistry experiments. A quasi-experimental design was employed to evaluate the effectiveness of the proposed approach. A total of 136 junior high school students from three classes were recruited for the experiment. The experimental group adopted the exploration-based SVVR approach, control group I adopted the conventional SVVR approach, and control group II adopted traditional instruction. The results showed that the exploration-based SVVR approach not only improved students’ learning achievement, but also increased their learning motivation, learning attitude, and creative thinking tendency. Besides, students adopting this approach had more positive behaviors, including finding problems, making assumptions, investigating and verifying, and discussion.

Pedagogic Meaning-Making in Spherical Video-Based Virtual Reality – a Case Study from the EFL Classroom

This article explores relevant conceptual frameworks and design principles for the planning and implementation of a virtual reality (VR) learning environment in English as a foreign language (EFL) contexts. The primary focus is on what knowledge teachers need to acquire when designing and implementing a spherical video-based training world that allows English learners to experience the different phases of an oral examination in English. Therefore, the paper introduces the educational potential and affordances of spherical videos and describes structural and contextual aspects of oral examinations in English. Employing a prototype learning environment, we expand on major learning theories in spherical video-based learning and suggest best practices for the design and implementation of immersive learning experiences in EFL contexts.

An Integrated Automatic Writing Evaluation and SVVR Approach to Improve Students’ EFL Writing Performance

Writing is a challenging task for English Foreign Language (EFL) instruction. Based on artificial intelligence technology, Automatic Writing Evaluation (AWE) has received considerable attention from the EFL research community in recent years, since it can provide timely and personalized feedback to EFL writing learners. However, researchers have pointed out that while AWE can provide satisfactory feedback on vocabulary use and grammar, it is relatively inadequate at providing efficient feedback on organization, coherence, and content. Spherical Video-based Virtual Reality (SVVR) can provide a highly immersive and in-depth interaction learning environment that makes up for this shortcoming. Authentic experiences help enhance EFL writing learners’ perceptions and understanding of context, and assist students in creating constructive internal connections between their personal experiences and the topic of their writing, thus improving their writing quality. Therefore, the current study proposed an approach which integrated SVVR and AWE to investigate its effects on EFL writing. To investigate the effectiveness of the proposed approach, a quasi-experiment was carried out in a university’s EFL writing course. The experimental group (37 students) used the SVVR–AWE approach, while the control group (39 students) used the conventional approach with AWE. The results showed that the learning method not only considerably enhanced the students’ EFL writing performance, but also raised their motivation, self-efficacy, and sense of presence, as well as reduced their EFL writing anxiety. Furthermore, interviews were performed and a thematic inductive qualitative analysis of the interview data was conducted to investigate the impact of this learning method on students’ learning behaviors and perceptions.