Implementing 360 Video to Increase Immersion, Perceptual Capacity, and Teacher Noticing
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ORIGINAL PAPER
Implementing 360 Video to Increase Immersion, Perceptual Capacity, and Teacher Noticing Richard E. Ferdig 1
&
Karl W. Kosko 2
# Association for Educational Communications & Technology 2020
Abstract Although it is a relatively new innovation, 360 videos have gained commercial and public popularity. Given their novelty, there is a relative dearth of studies on their effectiveness. Most of the existing research is published as technical articles dealing with standards and specifications, as theoretical pieces promoting the potential value, or as descriptive experiences and resulting factors. Such work is arguably needed, but the field lacks deep research basis for justifying and clarifying the implementation of 360 video into practice. This article reports on a study exploring 360 videos for improving elementary mathematics teacher education. The results of the empirical study show improved immersion, presence, and video evaluation from using 360 video. Additionally, participants who viewed the videos on virtual reality headsets demonstrated increased attention to mathematical strategies in the context of teaching, demonstrating the potential usefulness of 360 headsets for perceptual capacity and teacher noticing. Keywords 360 video . Perceptual capacity . Noticing . Mathematics teacher education
Introduction A digital innovation called 360 video has emerged that has gained recent commercial and public popularity. The 360 video, also known as an immersive video, records a spherical view of an environment. Unlike traditional videos where the field-of-view (what is being recorded) is pre-set by the videographer, or even new cameras that follow a specific person in the environment, 360 cameras record the event from every perspective. Viewers can then move and change their fieldof-view to any direction; they have control over the perspective. Figure 1 provides an example of a traditional professional development video (often taken from the back of the room) with one set view determined by the videographer; it also includes a still shot of a 360 degree video of the same classroom.
* Richard E. Ferdig [email protected] Karl W. Kosko [email protected] 1
Kent State University, 311 Moulton Hall, Kent, OH 44242, USA
2
Kent State University, 401-E White Hall, Kent, OH 44242, USA
Capturing 360 video is easy and affordable. Decent quality cameras run as low as $150; capturing video is as simple as setting it on a tripod and hitting the record button. Replaying videos is both simple and varied. Viewers can watch through regular two-dimensional (2D) laptops, desktops, and mobile devices using traditional web browsers, controlling the perspective through mouse or finger movements. More immersive options include viewing the video with a lowcost (e.g. Google Cardboard) or higher-end virtual reality headset (e.g. Oculus Rift). Controlling perspective through such devices is as simple as turning one’s head, looking left, right, up, or down. Arguably Facebook, Youtube, and other social networks’ interest in and ab
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