Konferenzbeitrag
Do learners experience spatial and social presence in interactive environments based on 360-degree panoramas?
Lade...
Volltext URI
Dokumententyp
Text/Conference Paper
Zusatzinformation
Datum
2022
Autor:innen
Zeitschriftentitel
ISSN der Zeitschrift
Bandtitel
Verlag
TUDpress - Verlag der Wissenschaften
Zusammenfassung
The unforeseeable outbreak and progression of the covid-19-pandemic accompanied by crucial measures of both social and spatial distancing has emphasized digital technologies’ role within the spotlight of educational research and practice. A major challenge of technology-enhanced education is the preservation of the spatio-social character of learning despite distance. Virtual learning spaces hold the potential to spatially situate learning and make learners feel like actually being in a real physical learning environment (e. g., Hartmann & Bannert, 2022; Eiris et al., 2020, Makransky & Mayer, 2022). Compared to highly immersive virtual realities that are, for instance, accessed through a head-mounted display, interactive virtual learning environments based on 360-degree panoramas are less expensive to produce while seeming to enable comparable experiences of presence (Eiris et al., 2020; Ritter & Chambers, 2021). However, this rather novel learning format has not yet been empirically investigated in depth, neither in terms of its foundation nor regarding learners’ experience of presence during its use. The subsequently described study aims to provide a first in-depth insight into learners’ spatial and social presence experience in interactive 360-degree panoramas. Therefore, we first summarize the current theoretical and mpirical state of research. We then present the methodological approach and results of the study conducted, discuss them critically, and derive a comprehensive agenda for follow-up research. [Aus: Introduction]