Preservice Teachers’ Focus in 360 Videos:
Understanding the Role of Presence, Ambisonic Audio, and Camera Placement
Enrico Gandolfi, Richard E. Ferdig, Karl W. Kosko, Kent State University, United States
Journal of Technology and Teacher Education Volume 30, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Immersive 360 videos are increasingly being used in pre-service teachers (PST) education. There is preliminary evidence that this technology may benefit future educators’ focus and attention to classroom settings and events. However, more analytical efforts are needed to better understand its potential impact on reported focus of attention (RFA) among future educators. This article addresses this gap by presenting the findings of a study on 360 videos that involved 92 PSTs. Three predictors of RFA were addressed: 1) the construct of presence as the feeling of being there within the 360 environment, 2) the use of 3D realistic audio (also called ambisonic audio) in the recording (related to perceptual capacity), and 3) different camera locations or placements. Results show that presence is a positive predictor of RFA. Moreover, 3D audio is a positive predictor of RFA but only with specific camera placement. The study provides support for examining presence in 360 videos for PSTs. Findings also point to the use of 3D audio to mitigate camera placement and support RFA within these mediated environments.
Gandolfi, E., Ferdig, R.E. & Kosko, K.W. (2022). Preservice Teachers’ Focus in 360 Videos: Understanding the Role of Presence, Ambisonic Audio, and Camera Placement. Journal of Technology and Teacher Education, 30(3), 321-339. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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