The key elements of the studies
| Study | Method | Participants | Purpose | Key findings |
|---|---|---|---|---|
| Ferdig and Kosko (2020) | Mixed method | Elementary mathematics Pre-service teacher | Explore 360-degree videos for improving elementary mathematics teacher education | The results of the study show improved immersion, presence and video evaluation from using 360-degree videos. Participants demonstrated increased attention to mathematical strategies in the context of teaching, demonstrating the potential usefulness of 360-degree headsets for perceptual capacity and teacher noticing |
| Theelen et al. (2019) | Mixed method | Pre-service teachers | Improve pre-service teachers' interpretations of noticed events | 360-degree videos can be useful for teacher education to improve pre-service teachers' interpretation of noticed events |
| Walshe and Driver (2019) | Mixed method | Trainee teacher | Explore how the use of 360-degree video can support student teacher reflection | Results suggest that the immersive, embodied experience of reflecting using 360-degree video develops a more nuanced understanding of microteaching practice, as well as supporting student teachers' self-efficacy toward teaching |
| Theelen et al. (2022) | Mixed method | 141 first year pre-service teachers of a teacher education institute in the Netherlands | Use authentic learning experiences combining theoretical lectures and 360-degree videos watched with virtual reality headsets, to train pre-service teacher’s interpersonal competence | The video-lecture combination led to a reduced professional anxiety and increased self-efficacy |
| Buchbinder et al. (2021) | Mixed method | Pre-service secondary mathematics teachers | Identify the categories of noticing afforded by the 360 -degree technologies as well as the instances of pre-service teachers' learning | The results point to the powerful potential of 360-degree videos for supporting pre-service teachers' self-reflection and professional growth |
| Theelen et al. (2020) | Mixed method | Teacher education program in the Netherlands counting 141 first year pre-service teachers (81 female) | Investigate the development of pre-service teachers' interpersonal knowledge structures and the content of pre-service teachers' interpersonal knowledge after watching 360-degree videos combined with theoretical lectures | pre-service teachers especially developed their interpersonal knowledge through the theoretical lectures, it was shown that the use of a VR-headset positively influenced pre-service teachers' theory-based knowledge development and application |
| Kosko et al. (2021) | Mixed method | Mathematics pre-service teachers | Examine whether 360-degree video technology affected the specificity of mathematics attended by pre-service teachers viewing mathematics instruction | Results suggest that viewing 360 videos with a virtual reality headset associate with more explicitly noticed mathematics, while viewing 360-degree videos without a headset was observed to have similar effectiveness as standard video |
| Kosko et al. (2021) | Mixed method | Both pre-service and in-service mathematics teachers | Examine and compare teachers' perceived affordances of 360-degree video as a representation of practice and their professional noticing of students' mathematics in 360-degree videos | Referencing teacher movement and student tables or groups is associated with a higher focus on student actions and that 360-degree video affords opportunities for teachers to notice students' mathematical thinking |
| Gold and Windscheid (2020) | Mixed method | Student teachers | Explore whether perceived presence, emotions, workload, classroom observations, and ratings of teaching quality differ when student teachers are shown a 360-degree classroom video and when they are shown a traditional video | The 360-degree video elicited a higher degree of presence. However, there were no significant differences between the two video types with respect to perceived emotions, workload, observer ratings, or noticed events |
| Kosko et al. (2019) | Mixed method | Elementary mathematics pre-service teachers | Examine whether and how the use of 360-degree video affects pre-service teachers' professional noticing for elementary mathematics | Pre-service teachers viewing 360-degree videos attended to more student actions than their peers viewing standard video |
| Cross et al. (2022) | Qualitative | Educators in rural India | Indicate the appropriateness or not of the narrative framework in a low-resource context with little prior history of video observation in teacher education | This paper reports a small-scale pilot that explores the practical possibilities of using the technology and the framework in the context of teacher professional development in India, a context not hitherto represented in the literature |
| Roche and Gal-Petitfaux (2017) | Qualitative | Physical Education Teacher | Describe pre-service teacher activity during workshop: their feelings, concerns, perceptions, emotions, and knowledge used and construct during viewing 360-degree video situations | 360-degree video offer to pre-service teachers the opportunity to focus on each student engaged in PE lesson, or to focus on teacher activity |
| 360-degree video help pre-service teacher to explore the whole situation and contextual aspect of the teaching situation | ||||
| Kosko et al. (2020) | Qualitative | Mathematics pre-service teachers and physical education pre-service teachers | Make teacher educators learn about the potential and promise for the use of 360-degree video for teaching and teacher education | The use of 360-degree should be continued even when field placements return fully face-to-face |
| Roche et al. (2021) | Qualitative | Papers that presented information about SWOT in using 360-degree video in education and training | Evaluate all aspects of the benefits and risks of the integration of 360-degree video in teacher education | S: Develop teaching skills … |
| W: Immersion is better with HMD … | ||||
| O: Easy to use and not expensive … T: Need to use high performance HMD … | ||||
| Snelson and Hsu (2020) | Qualitative approach scoping review approach | 12 articles on educational 360-degree video | Identify trends in peer-reviewed research journal articles of educational 360-degree videos in virtual reality | The results show how 360-degree video was used in nine different content areas to promote immersive learning through virtual reality. Learners indicated enjoyment with the experience of learning with 360-degree VR video, but the results were mixed regarding the impact on learning |
| Study | Method | Participants | Purpose | Key findings |
|---|---|---|---|---|
| Mixed method | Elementary mathematics Pre-service teacher | Explore 360-degree videos for improving elementary mathematics teacher education | The results of the study show improved immersion, presence and video evaluation from using 360-degree videos. Participants demonstrated increased attention to mathematical strategies in the context of teaching, demonstrating the potential usefulness of 360-degree headsets for perceptual capacity and teacher noticing | |
| Mixed method | Pre-service teachers | Improve pre-service teachers' interpretations of noticed events | 360-degree videos can be useful for teacher education to improve pre-service teachers' interpretation of noticed events | |
| Mixed method | Trainee teacher | Explore how the use of 360-degree video can support student teacher reflection | Results suggest that the immersive, embodied experience of reflecting using 360-degree video develops a more nuanced understanding of microteaching practice, as well as supporting student teachers' self-efficacy toward teaching | |
| Mixed method | 141 first year pre-service teachers of a teacher education institute in the Netherlands | Use authentic learning experiences combining theoretical lectures and 360-degree videos watched with virtual reality headsets, to train pre-service teacher’s interpersonal competence | The video-lecture combination led to a reduced professional anxiety and increased self-efficacy | |
| Mixed method | Pre-service secondary mathematics teachers | Identify the categories of noticing afforded by the 360 -degree technologies as well as the instances of pre-service teachers' learning | The results point to the powerful potential of 360-degree videos for supporting pre-service teachers' self-reflection and professional growth | |
| Mixed method | Teacher education program in the Netherlands counting 141 first year pre-service teachers (81 female) | Investigate the development of pre-service teachers' interpersonal knowledge structures and the content of pre-service teachers' interpersonal knowledge after watching 360-degree videos combined with theoretical lectures | pre-service teachers especially developed their interpersonal knowledge through the theoretical lectures, it was shown that the use of a VR-headset positively influenced pre-service teachers' theory-based knowledge development and application | |
| Mixed method | Mathematics pre-service teachers | Examine whether 360-degree video technology affected the specificity of mathematics attended by pre-service teachers viewing mathematics instruction | Results suggest that viewing 360 videos with a virtual reality headset associate with more explicitly noticed mathematics, while viewing 360-degree videos without a headset was observed to have similar effectiveness as standard video | |
| Mixed method | Both pre-service and in-service mathematics teachers | Examine and compare teachers' perceived affordances of 360-degree video as a representation of practice and their professional noticing of students' mathematics in 360-degree videos | Referencing teacher movement and student tables or groups is associated with a higher focus on student actions and that 360-degree video affords opportunities for teachers to notice students' mathematical thinking | |
| Mixed method | Student teachers | Explore whether perceived presence, emotions, workload, classroom observations, and ratings of teaching quality differ when student teachers are shown a 360-degree classroom video and when they are shown a traditional video | The 360-degree video elicited a higher degree of presence. However, there were no significant differences between the two video types with respect to perceived emotions, workload, observer ratings, or noticed events | |
| Mixed method | Elementary mathematics pre-service teachers | Examine whether and how the use of 360-degree video affects pre-service teachers' professional noticing for elementary mathematics | Pre-service teachers viewing 360-degree videos attended to more student actions than their peers viewing standard video | |
| Qualitative | Educators in rural India | Indicate the appropriateness or not of the narrative framework in a low-resource context with little prior history of video observation in teacher education | This paper reports a small-scale pilot that explores the practical possibilities of using the technology and the framework in the context of teacher professional development in India, a context not hitherto represented in the literature | |
| Qualitative | Physical Education Teacher | Describe pre-service teacher activity during workshop: their feelings, concerns, perceptions, emotions, and knowledge used and construct during viewing 360-degree video situations | 360-degree video offer to pre-service teachers the opportunity to focus on each student engaged in PE lesson, or to focus on teacher activity | |
| 360-degree video help pre-service teacher to explore the whole situation and contextual aspect of the teaching situation | ||||
| Qualitative | Mathematics pre-service teachers and physical education pre-service teachers | Make teacher educators learn about the potential and promise for the use of 360-degree video for teaching and teacher education | The use of 360-degree should be continued even when field placements return fully face-to-face | |
| Qualitative | Papers that presented information about SWOT in using 360-degree video in education and training | Evaluate all aspects of the benefits and risks of the integration of 360-degree video in teacher education | S: Develop teaching skills … | |
| W: Immersion is better with HMD … | ||||
| O: Easy to use and not expensive … | ||||
| Qualitative approach scoping review approach | 12 articles on educational 360-degree video | Identify trends in peer-reviewed research journal articles of educational 360-degree videos in virtual reality | The results show how 360-degree video was used in nine different content areas to promote immersive learning through virtual reality. Learners indicated enjoyment with the experience of learning with 360-degree VR video, but the results were mixed regarding the impact on learning |
Source(s): Table by authors
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