Literaturnachweis - Detailanzeige
Autor/inn/en | Rosendahl, Philipp; Müller, Marcus; Wagner, Ingo |
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Titel | 360° videos as a visual training tool. A study on subjective perceptions. |
Quelle | In: Journal of physical education and sport, 23 (2023) 4, S. 795-801
PDF als Volltext |
Beigaben | Illustration; Literaturangaben |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2247-8051; 2247-806X |
DOI | 10.7752/jpes.2023.04100 |
Schlagwörter | Digitale Medien; Technologie; Medienpädagogik |
Abstract | The development of digital media has led to new possibilities for digital aids in teaching and learning processes. Immersive playback media, such as virtual reality glasses and head-mounted displays, enable authentic digital training processes that are perceived as being close to reality; the potential of these media must be explored. As a link between video technology and immersive technologies, 360° video offers low-threshold training opportunities due to its resource-saving design (e.g., multi-perspective viewing options and immersive training experiences). Approach: Based on the potentials of 360° video as a teaching–learning medium in a non-specific educational context, the present qualitative study investigates the subjective perceptions the added value of 360° video technology from the perspective of users (N = 48), categorizes these perceptions and compares them with the results of the few explorative studies on 360° videos in the context of sports. Results: In particular, according to the subjects, the multi-perspective, all-round view of 360° video technology enables a differentiated view of movement from different perspectives for a very individually controllable learning process. According to the subjects, the different perspectives of the movement lead to a deeper understanding, which favors the acquisition of the movement. In contrast, the positive aspects of the easy handling and control of 360° videos mentioned in the literature cannot be confirmed without specific instruction. Conclusions: Our study was able to demonstrate the possibilities of 360° video technology as a visual training tool, especially if high-quality 360° video recordings are available and used within the framework of a methodological-didactic concept. |
Erfasst von | Externer Selbsteintrag |
Update | Neueintrag 2024-04 |