{"id":3414,"date":"2019-04-08T09:30:33","date_gmt":"2019-04-08T08:30:33","guid":{"rendered":"https:\/\/media-and-learning.eu\/?p=3414"},"modified":"2019-11-22T14:59:15","modified_gmt":"2019-11-22T14:59:15","slug":"lecturecast-and-immersion-why-360-video-is-not-the-solution","status":"publish","type":"post","link":"https:\/\/media-and-learning.eu\/type\/featured-articles\/lecturecast-and-immersion-why-360-video-is-not-the-solution\/","title":{"rendered":"LectureCast and Immersion \u2013 Why 360\u00b0 Video is (not) the solution"},"content":{"rendered":"\n

The use of audiovisual media serves different purposes at various stages in teaching and learning environments. The most frequent implementation scenarios include the illustration of content and action, and, in particular, lecture recordings in academic surroundings. Not least, daily routines of the younger generation can serve as usable scientific content (cf. Reinmann 2009) by tying in the known media usage behaviour of students, which has been shaped increasingly by the reception and communication of audio-visual content (Gidion & Weyrich, 2017, Zawacki-Richter et al., 2014).<\/p>\n\n\n\n

Not only does the use of audiovisual media meet the demands of modern university\/college education and the learning opportunities that it offers (Kavanagh et al., 2016), but due to its independence of place and time, such media is also well adapted to the real-life situations of many students, whose everyday-life is shaped by a combination of different requirements, activities and tensions between family, professional, and leisure environments.<\/p>\n\n\n\n

Current technological developments in the field of audiovisual media reduce the distance between a recorded action and its reception. The use of 360\u00b0 videos \u2013 particularly in combination with a Head Mounted Display (VR-glasses) \u2013 is close to a live-situation whereby an immersive projection, shielding the external world (Slater & Wilbur, 1997), aims for presence-experience (Singer & Witmer, 1998), which in turn provides recipients with the feeling of “truly” being in another place and time, where applicable, than is actually physically the case (Ramalho & Chambel, 2013).<\/p>\n\n\n\n

Vohle and Reinmann (2012) point out that, when handling a subject of learning within an authentic setting without having the pressure to act, it is highly likely that one\u2019s own knowledge is being developed and also expanded. On that note, 360\u00b0 videos, projected on VR glasses, have a particular learning potential due to the intended presence-experience: learners \u201cdive\u201d into the setting by becoming the centre of a spherical (dome-) projection where they can, analogous to acting in the \u201creal\u201d world, manipulate the image section themselves by means of head movements. At the same time, the physical shield composed of VR glasses and, where applicable, headphones, protects the individual from outside distractions (Hebbel-Seeger, 2018).<\/p>\n\n\n\n

In a study undertaken throughout the whole of Germany with first-year students of the basal program Media Management in all locations of Macromedia University, we explored the question as to whether and how the learning abilities of recipients are impacted by the approach of a real-live-situation in media conveyed communication via immersive technologies (360\u00b0 video on Head Mounted Display\/VR glasses).<\/p>\n\n\n