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Interactive virtual technologies in engineering education: Why not 360° videos?

Authors
  • Violante, Maria Grazia1
  • Vezzetti, Enrico1
  • Piazzolla, Pietro1
  • 1 Politecnico di Torino, DIGEP-Department of Management and Production Engineering, Corso Duca degli Abruzzi, 24, Turin, 10129, Italy , Turin (Italy)
Type
Published Article
Journal
International Journal on Interactive Design and Manufacturing (IJIDeM)
Publisher
Springer-Verlag
Publication Date
Feb 09, 2019
Volume
13
Issue
2
Pages
729–742
Identifiers
DOI: 10.1007/s12008-019-00553-y
Source
Springer Nature
Keywords
License
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Abstract

Interactive learning experiences are becoming the standard for today’s ‘tech-savvy’ generation of students and an important issue for research in instructional technology. The design and implementation of higher education, incorporating interactive technologies, can be difficult and often requires high levels of design knowledge. Our intent is to assist researchers, instructors and designers in identifying an effective methodology to design interactive learning contents that use recent interactive technologies, in particular 360° video, and encourage greater student engagement. In this study, 360° videos have been designed and implemented in an engineering program but the design methodology we suggest can be apply in any industrial or educational context. Then, 360° videos have been evaluated by the students as highly immersive and engaged environments that surround them and offer them an increased sense of presence, giving them a 360-degree view of the environment. In this type of video, viewers no longer only look at a single screen, they can point the camera lens wherever they want, allowing viewers to watch the video from multiple perspectives (active), rather than only from the director’s point of view (passive).

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