LectureCast as 360 Degree Video - What Impact Do Immersion and Presence Experience Have on Learning Performance?

Oct 15, 2026

Uploaded by Marglet

Explores how immersive 360-degree video and presence experiences affect learning performance in the context of LectureCasts. The study with first-year university students compares 360-degree video on head-mounted displays/VR headsets against classical LectureCast delivery using 16:9 desktop video. Findings indicate that an immersive media format alone does not inherently add learning value, and attention gains are not reliably enhanced beyond novelty effects. Discusses why teacher-centered projection is unsuitable for spherical settings and proposes alternative instructional concepts or content-focused visual supplementation.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Introduction

Immersive media and presence in LectureCasts

Comparing 360-degree video (VR) with classical 16:9 lecture recordings

Instructional design implications

LectureCast as 360 Degree Video: What Impact Do Immersion and Presence Experience Have on Learning Performance? By Andreas Hebbel-Seeger􀀍, Philipp Riehm†, André Kopischke‡ & Marianna Baranovskaa§ In times of PodCast and MOOC's, a rebirth of the "classical" academic lecture in the form of modern technology-mediated communication as video-conserve can be observed. Current technological developments in the field of audiovisual media reduce the distance between a recorded action and its reception. By using high immersive technologies presence experiences can introduc new qualities of communication. In a study undertaken with freshmen we first explored the everyday use of video technologies by students and their experiences and expectations with regard to their use in formal learning contexts. I addition we investigated the question whether and how learning abilities of the recipients are impacted by immersive technologies (360-degree video on Head Mounted Display/VR headset) compared to classical LectureCast technologies (16:9 Video via Desktop) . All things considered, it can be stated that an immersive media format alone does not generate added value: there is no increase of attention that further enhances learning, which can be derived from the feeling (of presence) of sitting in a lecture room, even beyond the possibly initial distraction of the appeal of novelty. Furthermore, the teacher-centered mode is unsuitable for a spherical projection due to its spatial setting, where only one direction is being employed. In order to exploit possible media-specific values of 360-degree video in the context of LectureCasts, it is consequently necessary to work either with a modified concept of a teacher-centered lecture, using the entire space, or to set a focus on the content by combining the recorded lecture with additional visual elements. Keywords: LectureCast, Immersion, Sense of Presence, 360-degree video, VR headset, Video-Learning Introduction Audiovisual media find application in different phases and for different purposes in teaching and learning environments. One of the most common usage scenarios is the illustration and depiction of content and actions; that is, particularly, the recording of lectures in an academic environment. Daily routines of the younger generation can also serve as useful for scientific content (cf. Reinmann 2009, p. 256) by tying in the known media usage behavior of students that, in turn, has been formed by the reception and communication of audio-visual content (Gidion & Weyrich, 2017, p. 64; Zawacki-Richter, Hohlfeld, & Müskens, 2014, p. 32) . Thus, on the one hand the use of audio-visual media meets the 􀀍Professor, Macromedia University of Applied Sciences, Germany. †Professor, Macromedia University of Applied Sciences, Germany. ‡Junior Research Professor, Macromedia University of Applied Sciences, Germany. §Junior Research Professor, Macromedia University of Applied Sciences, Germany. [https://doi.org/10.30958/aje.8-1-2](https://doi.org/10.30958/aje.8-1-2) doi=10.30958/aje.8-1-2 demands of contemporary learning opportunities in higher education (cf. Kavanagh et al., 2016, p. 34-35) . On the other hand, due to its independence of time and place, it proves adaptability to real-life situations of many students, whose everyday life is characterized by a combination of various requests and activities in the areas of tension between family, professional, and leisure. Current technological developments in the field of audio-visual media are progressively reducing the distance between a recorded event and its reception. With 360-degree videos, especially in combination with a Head Mounted Display (VR headset), a live situation is increasingly approached by an immersive 1 projection, which shields the outside world (Slater & Wilbur, 1997) while aiming for a high presence experience2 (Singer & Witmer, 1998). This in turn gives the recipient the feeling of "truly" being at a differe

FAQs

How does immersive 360-degree video change the learning experience in LectureCasts?

It aims to create a stronger sense of presence by shielding the outside world and making learners feel truly located in the lecture setting. Learners also gain a more interactive view by moving their heads within the spherical projection.

Does immersion from 360-degree media automatically improve learning performance?

The study concludes that immersive media format alone does not generate added learning value. No increase of attention is found that would further enhance learning beyond initial novelty effects.

Why is a teacher-centered lecture mode considered unsuitable for spherical projections?

Because the spatial setting uses only one direction, a teacher-centered approach does not fit the spherical nature of 360-degree projection. The document suggests modifying the concept or focusing on content with additional visual elements.

Oct 15, 2026

Uploaded by Marglet