Evaluating how extended reality delivery device and preservice teacher major impact presence in immersive learning environments
Bibliographic Data
| ID | 21297480 |
|---|---|
| Authors | Enrico Gandolfi (0000-0002-8918-1033, School of Teaching, Learning and Curriculum Studies Kent State University Kent Ohio USA, corresponding author), Richard E Ferdig (0000-0001-6823-1663, School of Teaching, Learning and Curriculum Studies Kent State University Kent Ohio USA), Karl W Kosko (0000-0002-6060-0345, School of Teaching, Learning and Curriculum Studies Kent State University Kent Ohio USA) |
| Year | 2024 |
| Volume | 55 |
| Issue | 5 |
| Pages | 2296-2314 |
| Publication date | 2024-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Technology (JOURNAL) |
| Journal identifiers | ISSN: 0007-1013 • E-ISSN: 1467-8535 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjet.13446 |
| OpenAlex | W4392197671 |
| Language | EN |
| Citations received | 3 |
| References cited | 65 |
Teacher education has begun to embrace the use of 360 videos to improve preservice teachers' (PSTs) engagement and immersion. While recent research on such use is promising overall, there are specific questions that have been left unanswered about the construct of presence in 360 videos. More specifically, research has yet to fully explore how video delivery devices and PST characteristics may impact presence. The purpose of this study was to respond to this gap in the literature by examining PST major, delivery device (ie, head mounted display vs. flat screen), and the interaction between the two in informing presence. A total of 93 PSTs watched 360 videos and then completed a questionnaire. Findings indicated that presence in head‐mounted displays was related to emotions and agency. Conversely, presence with flat screens meant familiarity and control. Moreover, PST major was a predictor of presence, suggesting that 360 videos should be personalized according to PST career and professional goals. Finally, the interaction effect of preparing to teach K‐12 mathematics and wearing a head‐mounted display had a negative and statistically significant effect on participants' perceived presence, thus indicating a non‐cumulative effect. Practitioner notes What is already known about this topic 360 videos are increasingly used to support preservice teacher training. 360 videos for teacher education foster immersion, presence, and noticing skills. What this paper adds Empirical evidence that 360 videos experienced with head‐mounted display facilitate agency and emotional involvement. Empirical evidence that 360 videos experienced with flat screens facilitate feelings of control. Data showed that preservice teachers' content area (math) was a positive predictor of presence in 360 videos. Implications for practice and/or policy Head‐mounted displays show promise as a delivery mode for 360 videos in teacher education. 360 videos should be personalized according to PST career and professional goals. The eXtended Reality Presence Scale is confirmed as a robust instrument to measure presence in immersive environments. More research is needed to evaluate the scalability of this approach in other contexts
Agency (philosophy) · Construct (python library) · Empirical research · Feeling · Immersion (mathematics) · Mathematics education · Multimedia · Teacher education · Advanced Optical Imaging Technologies · Computer Science · Psychology · Social Psychology · Virtual Reality Applications and Impacts · Visual and Cognitive Learning Processes
Regression Modeling Strategies
Adding immersive virtual reality to a science lab simulation causes more presence but less learning
Cognitive Load Theory
Incorporating motivation into multimedia learning
Learning in virtual reality
Educational virtual environments
Impacts of technological embodiment through virtual reality on potential guests’ emotions and engagement
The Cognitive Affective Model of Immersive Learning (Camil)
A Framework for Immersive Virtual Environments (Five)
Video viewing in teacher education and professional development
The impact of virtual, augmented and mixed reality technologies on the customer experience
Virtual reality and tourism marketing
What is XR? Towards a Framework for Augmented and Virtual Reality
Observing 360-degree classroom videos – Effects of video type on presence, emotions, workload, classroom observations, and ratings of teaching quality
Virtual reality for fire safety training
Using 360-degree video to explore teachers' professional noticing
Platform is not destiny
Situating presence within extended reality for teacher training
Applying the Rasch Model
Addressing technology integration concerns
Those Who Understand
Implementing 360 Video to Increase Immersion, Perceptual Capacity, and Teacher Noticing
Developing reflective trainee teacher practice with 360-degree video
Instructional strategies for using video in teacher education
Multimedia case-based learning to enhance pre-service teachers' knowledge integration for teaching with technologies
How pre-service teachers observe teaching on video
Using a standardized video-based assessment in a university teacher education program to examine preservice teachers knowledge related to effective teaching
Promoting pre-service teachers' professional vision of classroom management during practical school training
Studying teacher noticing
Presence, Explicated
The use of virtual reality for creating unusual environmental stimulation to motivate students to explore creative ideas
Preservice Teachers' Professional Noticing When Viewing Standard and 360 Video
Content Knowledge for Teaching
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |