360° videos as a visual training tool – a study on subjective perceptions

Abstract

Background: The development of digital media has led to new possibilities for digital aids in teaching and learning processes. Immersive playback media, such as virtual reality glasses and head-mounted displays, enable authentic digital training processes that are perceived as being close to reality; the potential of these media must be explored. As a link between video technology and immersive technologies, 360° video offers low-threshold training opportunities due to its resource-saving design (e.g., multi-perspective viewing options and immersive training experiences). Approach: Based on the potentials of 360° video as a teaching–learning medium in a nonspecific educational context, the present qualitative study investigates the subjective perceptions the added value of 360° video technology from the perspective of users (N = 48), categorizes these perceptions and compares them with the results of the few explorative studies on 360° videos in the context of sports. Results: In particular, according to the subjects, the multi-perspective, all-round view of 360° video technology enables a differentiated view of movement from different perspectives for a very individually controllable learning process. According to the subjects, the different perspectives of the movement lead to a deeper understanding, which favors the acquisition of the movement. In contrast, the positive aspects of the easy handling and control of 360° videos mentioned in the literature cannot be confirmed without specific instruction. Conclusions: Our study was able to demonstrate the possibilities of 360° video technology as a visual training tool, especially if high-quality 360° video recordings are available and used within the framework of a methodological-didactic concept.