1. The document discusses the use of 360-degree video for teaching and learning. It outlines several benefits of using 360-degree video such as improving contextualization, increasing learning motivation and engagement, and allowing individual exploration. 2. However, it also notes some potential limitations and disadvantages like novelty effects influencing engagement and attention, a lack of direction for novices unfamiliar with a topic, and less control over user experience compared to traditional video. 3. Overall, the document concludes that 360-degree video is not an alternative to traditional video but an extension that provides new opportunities when incorporated into teaching and learning when used strategically.

1. To be, or
not to be...
Andreas Hebbel-Seeger
When and how
360-degree video
enhances learning
Media & Learning | 05.06.2019 | STUK, Leuven, Belgium

2. The use of video technology
for learning purposes
is as old as the medium itself...
http://gph.is/29lKDOY

3. The use of video technology
for teaching and learning
had been established
in a variety
of educational areas…
https://gph.is/10GwfG4

4. …because film and video offer a
possibility to engage
with a learning object
within an authentic setting
without the pressure to act.
https://gph.is/2nBWLRm

5. Therefore, with the use of
video "it is likely that one's
own knowledge is explicated
and then expanded."
(Vohle & Reinmann, 2014, p. 3)
https://gph.is/1V7M8AM

6. The "origin of learning processes are authentic problematic
situations which due to their level of reality and relevance
motivate learners to acquire new knowledge or new skills."
(Reinmann-Rothmeier & Mandl, 1996, p. 68f.).

7. Audio-visually documented action situations
could be a good resource for learning,
because on the one hand,
they literally show a problem along with a possible solution,
and on the other hand, the problem is situated
by embedding it into the "real" context of action.

8. All in all, videos in teaching and learning contexts
can fulfill three functions:
-as a teaching medium they support the communication of content,
-as a learning tool they support reflection and abstraction
associated with video production,
-and finally, as a motive for communication, they enhance
cognitive activities in handling the learning objects.

9. Taking all this under account,
360-degree video opens up
new didactical options...

10. ...due to the individual image section manipulation and the
corresponding possible field of view - based on one's very own
knowledge and interests.
1. Adaption

11. ...due to the immersive potential of this medium (especially in
combination with the VR-devices/HMD‘s), which imposes the sense of
presence - the feeling of physically „actually“ being there.
2. Situating

12. ...due to the free choice of the image section, the exchange about
what is seen expands.
(„Have you seen this?!)
3. Communication

13. What is 360-degree video about?
We are talking about videos, which have a fixed plot
and in which users can look around
from a given camera position.

14. 360-degree video is not VR.
But 360-degree video is not just a 360-degree video either...

15. 360-degree video experience
depends on the
projection device.

16. 360-degree video experience
depends on the type of vision
(monocular or stereoscopic).

17. 360-degree video experience
depends on the integrated audio
(mono, stereo or spatial).
Spatial sound is often
crucial for the "real"
presence experience.

18. Why use
360-degree video
for teaching and
learning?

19. „Activating presence engages the user
and has been associated with both
an increased recall of the virtual experience and
increased situation awareness of their virtual environment.“
(Rupp et al., 2016, S. 2108)
Benifits:

20. ...presence experience within the use of 360-degree video
is not always necessary or wanted.
But...

21. 360-degree video improves the contextualisation of the
environment and thus offers a transfer aid for learning content.
(Olmos-Raya et al. 2018, p. 2045)
Benifits:

22. ...the gain of 360-degree video could apparently be different
for novices and experts:
Expertise on a topic or a domain is an advantage
within self-directed learning in unstructured environments.
(Reinmann, 2009, p. 83; Makransky & Lilleholt, 2018)
But...

23. Here, the advantage may turn into a disadvantage:
„If I don't (yet) have any domain specific knowledge,
then I don't know where to look or rather what is relevant.“

24. High immersion of 360-degree video correlates with positive
learning motivation, which influences the learning engagement of
students, leading to the increased learning performance.
(Olmos-Raya et al. 2018, p. 2055)
Benifits:

25. …it is unclear which role the novelty stimulus plays here.
But...

26. There is increased awareness of learning situations
in immersive contexts.
(Rupp et al., 2018, p. S. 2111-2112)
Benifits:

27. ...Learners seem more attentive in VR environments
for surrounding content, than for learning content.
(Rupp et al., 2018, p. S. 2111-2112)
But...

29. 360-degree video depicts a complex space
so that nothing gets lost within research contexts.
Benifits:

30. ... a manipulation on the later data material already exists
merely in the decision, where to position the camera.
(Reutemann, 2017, p. 138f. )
But...

31. Regarding the research, it is not just about the contend.
The way of exploration of the (learning) spaces
within the 360-degree video is itself an artifact
in the aim of inter-individual behavior and reception patterns.
(Hebbel-Seeger & Diesch, 2019)
Benifits:

32. Screenshot: https://youtu.be/nlB3Zsr-heE

33. BMW Master
180°
0°
-180°
180°
0°
-180°
90°
-90°
0 8240 6120
Example: Head movement pattern in the reception of a 360-degree video commercial
angle
time

34. The added value of 360-degree shots,
compared to fix-frame video formats,
(individual exploration by the free manipulation
of the image section)
is closely related to the
restriction of the influence on the user‘s experience.

35. In the context of 360-degree videos,
the selection, margin and composition of the image section as
instruments of attention control are largely eliminated,
which in turn leads to special requirements for "storytelling”.
(Beer, 2016; Hebbel-Seeger, 2017; Hebbel-Seeger & Diesch, 2019)

36. 360-degree videos can be edited like "classical" video formats:
Sequencing of clips, manipulation of time (slow-motion, time-lapse),
integration of artificial CG-content (captions, images)...

37. However, "classical" fix-frame videos can also be extracted from
360-degree videos („reframing“) with the advantage of being able
to postpone the decision about the framing until the post
production process.

38. 360-degree video is not an alternative, but an extension
of the potential of video in teaching, learning and research.
Conclusion...

39. On the case of "sustainability", we are working on a joint
research project* on the use of innovative video
technologies (especially 360-degree video) in support of
research-based learning within crowd processes.
Specification
*BMBF funded project „SCoRe“ (funding code 16DHB2120) by Bremen University, Hamburg University,
University of Kiel, Macromedia University, Ghostthinker GmbH

40. Video based learning through research on sustainability –
Student Crowd Reserach
Using (various types of) video
as a product, tool and process

41. As a product…
…videos have a documentary function,
which can also be the basis
for an assessment in academic context.

42. As a product…
…videos have a communicative function
if, in the sense of “social video learning”
(Vohle, 2016), the visualized content becomes
the subject of discussion.
Within 360-degree video
we’re talking about an “sightseeing effect”.

43. As a tool (in a narrower sense)…
…videos support cognitive activities
in learning and research processes with
different functions in different research stages:
• to explore an actual stage,
• to induce (self-) reflection
• to collect data,
• to analyze data, etc.

44. As a tool (in a broader sense)…
…the tool function of video is in the aim of
organizing the learning and research process:
• to represent the previous process,
• to publish (demonstrate) the results,
• to communicate on the process itself, etc.

45. As an epistemological tool
within a research process…
…videos have different functions
in different research stages:
• Exploration of an actual stage,
• Collection of data,
• Analysis of data etc.

46. As a process …
…videos have a support function,
if the planed visualization make the students
abstract and depict facts and circumstances.

47. Summary
and Outlook
The use of 360-degree video is not
primarily a question of
being or not being (present),
but rather another facet
of condensing the medium "video"
into a learning weave.

48. Contact:
Prof. Dr. Andreas Hebbel-Seeger
Head of Media Faculty
at Macromedia University, Campus Hamburg
Gertrudenstr. 3 | 20095 Hamburg
eMail: ahebbel-seeger@macromedia.de
Feedback (and slides):
http://speakerscore.com/ahsBe360
Thanks for your attention.

49. References:
Beer, J. (2016). Creating Worlds, Not Scenes: Why 360 Video Is A Whole New Way Of Storytelling.
https://www.fastcompany.com/3061134/creating-worlds-not-scenes-why-360-video-is-a-whole-new-way-of-storytelling [30.05.2019]
Hebbel-Seeger, A. (2017). 360 Degree Video and VR for Training and Marketing within Sports. Athens Journal of Sports 4, 4, 243-261.
Hebbel-Seeger, A. & Diesch, A. (2019). Pattern while watching 360 degree videos. On the reception of immersive commercials.
Athens Journal of Mass Media and Communications 5, 1, 35-49.
Makransky, G. & Lilleholt, L. (2018). A structural equation modeling investigation of the emotional value of immersive virtual reality in education.
Educational Technologie Research and Development, 66, 5, 1141-1164.
Reinmann, G. (2009). iTunes statt Hörsaal? Gedanken zur mündlichen Weitergabe von wissenschaftlichem Wissen. In N. Apostolopoulos, H.
Hoffmann, V. Mansmann & A. Schwill (Hrsg.), E-Learning 2009. Lernen im digitalen Zeitalter (S. 256-167). Münster: Waxmann.
Reinmann-Rothmeier, G. & Mandl, H. (1996). Lernumgebungen mit neuen Medien gestalten. In D. Beste, M. Kälke & U. Lange (Ed.),
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Olmos-Raya, E., Ferreira-Cavalcanti, J., Contero, M., Castellanos, M., Giglioli, I. & Alcañiz, M. (2018). Mobile virtual reality as an educational
platform: A pilot study on the impact of immersion and positive emotion induction in the learning process.
Eurasia Journal of Mathematics, Science and Technology Education, 14, 6, 2045-2057.
Reutemann, J. (2017). Into the Forest. Über die gegenseitige epistemische Unterwanderung von Wissenschaft und Film. In M. Maeder (Ed.),
Kunst Wissenschaft Natur - Zur Ästhetik und Epistemologie der künstlerisch-wissenschaftlichen Naturbeobachtung (113-168).
Bielefeld: Transcript.
Rupp, M.A., Kozachuk, J., Michaelis, J.R., Odette, K.L., Smither, J.A. & McConnel, D.S. (2016), The effects of immersiveness and future VR
expectations on subjective-experiences during an educational 360° video.
Proceedings of the Human Factors and Ergonomic Society 2016 Annual Meeting. https://bit.ly/2AKQgmA
Vohle, F. (2016). Social Video Learning. Eine didaktische Zäsur. In A.-W. Scheer & C. Wahter (Hrsg.),
Digitale Bildungslandschaften (S. 175-185). Saarbrücken: IMC.
Vohle, F. & Reinmann, G. (2014). Social video learning and social change in German sports trainer education.
International Journal of Excellence in Education, 6, 2, 1-11.