- title
- Do learners experience spatial and social presence in interactive environments based on 360-degree panoramas?
- subtitle0
- A pilot study and future research agenda
- Please use the following URL when quoting:
- https://nbn-resolving.org/urn:nbn:de:bsz:14-qucosa2-856452
- conference
- Gemeinschaften in Neuen Medien. Dresden, 06.–07.10.2022
- original_in_proceeding0
- Gemeinschaften in Neuen Medien. Digitalität und Diversität. Mit digitaler Transformation Barrieren überwinden!? : 25. Workshop GeNeMe‘22 Gemeinschaften in Neuen Medien
Herausgeber: Thomas Köhler, Eric Schoop, Nina Kahnwald, Ralph Sonntag
Erscheinungsort: Dresden
Verlag: TUDPress
Erscheinungsjahr: 2022
Seiten: 218-227
ISBN: 978-3-95908-241-9 - publication_date
- 2022
- doi
- https://doi.org/10.25368/2023.77
- Abstract (EN)
- The unforeseeable outbreak and progression of the covid-19-pandemic accompanied by crucial measures of both social and spatial distancing has emphasized digital technologies’ role within the spotlight of educational research and practice. A major challenge of technology-enhanced education is the preservation of the spatio-social character of learning despite distance. Virtual learning spaces hold the potential to spatially situate learning and make learners feel like actually being in a real physical learning environment (e. g., Hartmann & Bannert, 2022; Eiris et al., 2020, Makransky & Mayer, 2022). Compared to highly immersive virtual realities that are, for instance, accessed through a head-mounted display, interactive virtual learning environments based on 360-degree panoramas are less expensive to produce while seeming to enable comparable experiences of presence (Eiris et al., 2020; Ritter & Chambers, 2021). However, this rather novel learning format has not yet been empirically investigated in depth, neither in terms of its foundation nor regarding learners’ experience of presence during its use. The subsequently described study aims to provide a first in-depth insight into learners’ spatial and social presence experience in interactive 360-degree panoramas. Therefore, we first summarize the current theoretical and mpirical state of research. We then present the methodological approach and results of the study conducted, discuss them critically, and derive a comprehensive agenda for follow-up research. [Aus: Introduction]
- Keywords (DE)
- GeNeMe 2022, Präsenz, Entfremdung, Bildungsforschung
- Keywords (EN)
- GeNeMe 2022, presence, alienation, educational research
- Classification (DDC)
- 330
- Classification (RVK)
- QR 760
- Publishing house
- TUDpress - Verlag der Wissenschaften, Dresden
- corporation_other
- Hochschule der Deutschen Gesetzlichen Unfallversicherung (HGU)
- Technische Universität Dresden, Center for Open Digital Innovation and Participation (CODIP)
- Technische Universität Dresden, Fakultät Wirtschaftswissenschaften
- version
- publizierte Version / Verlagsversion
- URN Qucosa
- urn:nbn:de:bsz:14-qucosa2-856452
- Qucosa date of publication
- 31.05.2023
- Document type
- in_proceeding
- Document language
- English
- licence
