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Focuses on the knowledge teachers need to design and implement a training world enabling learners to experience phases of an English oral examination. Presents educational potential and affordances of spherical videos, outlines structural and contextual aspects of oral exams, and, using a prototype environment, expands learning theories while proposing best practices for immersive EFL learning.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/pedagogic-meaning-making-in-spherical-video-based-virtual-reality-a-case-study-from-the-efl-classroom/601397/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/pedagogic-meaning-making-in-spherical-video-based-virtual-reality-a-case-study-from-the-efl-classroom/601397.png","ImageObject",300,407,{"name":92,"@type":93},"hdkawk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-28","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the study address in EFL VR learning design?","Question",{"text":112,"@type":113},"It addresses how language teachers can create and present VR learning experiences without programming background, focusing on designing a spherical video-based training world for English oral examinations.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is the main educational focus of the spherical VR environment?",{"text":117,"@type":113},"The environment is designed so EFL learners can experience different phases of an English oral examination through immersive, spherical video-based learning.",{"name":119,"@type":110,"acceptedAnswer":120},"Why are spherical videos considered useful for immersive learning compared with other VR approaches?",{"text":121,"@type":113},"Spherical media (360-degree recordings) provide users with multiple viewing angles and full control over where to look, enabling spatial experience beyond computer-generated animations.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601397,1792117732,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46},3985747859855,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Pedagogic Meaning-Making in Spherical Video-Based Virtual Reality – a Case Study from the EFL Classroom  \nVOLKER EISENLAUER   \nDIANA SOSA   \n*Author affiliations can be found in the back matter of this article  \nABSTRACT  \nThis article explores relevant conceptual frameworks and design principles for the planning and implementation of a virtual reality (VR) learning environment in English as a foreign language (EFL) contexts. The primary focus is on what knowledge teachers need to acquire when designing and implementing a spherical video-based training world that allows English learners to experience the different phases of an oral examination in English. Therefore, the paper introduces the educational potential and affordances of spherical videos and describes structural and contextual aspects of oral examinations in English. Employing a prototype learning environment, we expand on major learning theories in spherical video-based learning and suggest best practices for the design and implementation of immersive learning experiences in EFL contexts.  \nMETHOD  \nCORRESPONDING AUTHOR:  \nVolker Eisenlauer  \nBundeswehr University Munich, DE  \n[volker.eisenlauer@unibw.de](volker.eisenlauer@unibw.de)  \nKEYWORDS:  \nvirtual reality; spherical mediabased learning; learning affordances; test anxiety; cognitivism; constructivism  \nTO CITE THIS ARTICLE:  \nEisenlauer, V., & Sosa, D.(2022) . Pedagogic MeaningMaking in Spherical VideoBased Virtual Reality – a Case Study from the EFL Classroom. Designs for Learning, 14(1), 129–136. DOI: [https://doi](https://doi). org/10.16993/dfl.191  \nINTRODUCTION  \nVirtual reality (VR) has recently become a supportive teaching and learning tool in the field of education. When learners are cognitively immersed in a virtual world (Sherman and Craig, 2019), they may benefit from emerging learning experiences that overcome time- and space-related limitations of the physical world. Traveling through the solar system, learning human anatomy through 3D navigation, or practicing speaking in public by visiting a 3D lecture hall are only a few examples that illustrate the emerging benefits of VR-afforded pedagogic meaning-making. Ongoing research highlights the various advantages of using VR technologies in educational settings, such as enhancing motivation (Häfner et al., 2018), arousing personal interest (Makransky, Petersen, and Klingenberg, 2020), or empowering problem solving and team collaboration (Wang et al., 2021). However, the creation of educational VR content is commonly left in the hands of software developers and teachers with limited to no options for customizing the content and refining the teaching methods (Fransson, Holmberg, and Westelius, 2020) . As Amiri (2000: 80) indicates, language teachers in particular commonly lack the skills to produce their own digitally enhanced learning material and restrict their use of information technology (IT) to ‘delivering and using ready-made materials’. To empower digital self-determination among educational practitioners, the present study aims to address the following research question: how can language teachers without a background in software programming create and present their own VR learning experiences?  \nEmpirically, this paper draws on insights from the development of a spherical video-based VR learning prototype that allows learners of English as a foreign language (EFL) to immerse themselves in different phasesofan oral examination in English. The VR learning environment evolved as a collaborative project among the media education lab and the language center at Bundeswehr University Munich. Methodologically, the paper specifies the key features of spherical video-based VR and its affordances for pedagogic meaning-making and then identifies structural and contextual aspects of oral examinations in English. Subsequently, the paper describes the design choicesand implementation details involved in the creation of the spherical video-based VR training w","cbCaifZ4UbuwgbGH","https://ap.wps.com/l/cbCaifZ4UbuwgbGH","pdf",540200,"English","# Abstract\n# Method\n## Designing and Implementing Spherical Video-Based VR Learning Environments\n# Introduction","[{\"question\":\"What problem does the study address in EFL VR learning design?\",\"answer\":\"It addresses how language teachers can create and present VR learning experiences without programming background, focusing on designing a spherical video-based training world for English oral examinations.\"},{\"question\":\"What is the main educational focus of the spherical VR environment?\",\"answer\":\"The environment is designed so EFL learners can experience different phases of an English oral examination through immersive, spherical video-based learning.\"},{\"question\":\"Why are spherical videos considered useful for immersive learning compared with other VR approaches?\",\"answer\":\"Spherical media (360-degree recordings) provide users with multiple viewing angles and full control over where to look, enabling spatial experience beyond computer-generated animations.\"}]","Pedagogic Meaning-Making in Spherical Video-Based Virtual Reality - a Case Study from the EFL Classroom | PDF",1792092532]