360° videos in education – A systematic literature review on application areas and future potentials

TLDR

360° videos provide immersive, multi‑perspective learning experiences that extend conventional video by offering real‑world panoramic views and interaction, distinguishing them from virtual reality. The study systematically reviewed 44 articles to assess the educational potential of 360° video technology. The review followed PRISMA guidelines, emphasizing the conceptual distinction between virtual reality and 360° videos. The review identified three main teaching‑learning uses—content presentation, immersive theory‑practice mediation, and reflection—and five added‑value categories—motivation, authentic scenarios, immersive experiences, multi‑perspective observation, and individualized learning—primarily yielding positive motivational effects.

Abstract

Abstract As a teaching and learning medium, 360° videos offer new teaching-learning experiences. Through the possibility of immersion, individual 360° panoramic images, multi-perspective viewing options and interaction possibilities, they extend the advantages of conventional video technology. To understand the potential of using 360° video technology for educational processes, a systematic literature review analyzed previous scientific articles ( N = 44) about the interdisciplinary use of 360° videos according to PRISMA guidelines. In the systematic literature selection, particular emphasis was placed on the conceptual distinction between virtual reality and 360° videos. By the authors, 360° videos are understood as a specific video format that has characteristics of virtual reality but is to be distinguished from virtual reality by the necessary real recording situation without programmed virtual environments. The results show a use of 360° videos mainly for three teaching-learning purposes: presentation and observation of teaching–learning content, immersive and interactive theory–practice mediation, and external and self-reflection. Combined with the added value of conventional video technology and other immersive technology such as virtual reality, five added value categories for its use as a teaching–learning medium were identified: To increase learning motivation and interest, to learn in authentic and realistic learning scenarios, for immersive and interactive learning experiences, for multi-perspective observation opportunities and for individual learning. These consisted primarily of positive motivational effects for authentic or immersive learning experiences.