A platform for research: civil engineering, architecture and urbanism
A platform for research: civil engineering, architecture and urbanism
Interactive virtual technologies in engineering education: Why not 360° videos?
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).
Interactive virtual technologies in engineering education: Why not 360° videos?
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).
Interactive virtual technologies in engineering education: Why not 360° videos?
Violante, Maria Grazia (author) / Vezzetti, Enrico (author) / Piazzolla, Pietro (author)
2019-02-09
14 pages
Article (Journal)
Electronic Resource
English
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