360-degree Images as Learning Tools
Overview and impacts on the classroom
The discovery of virtual reality (VR) has opened many learning potentials in today’s classroom. Shareville, a virtual-reality-based training for nurse students, provides a meaningful experience to the learner to recognize learning disability through a series of real-problem simulations and responses (Saunder & Berridge, 2015). Like in a medical situation, virtual reality was also applied by Zhao & Lucas (2014) in the construction context through interactive learning about safety and correct working procedure. Besides in medical and construction areas, virtual reality also plays a vital role in educational settings, such as in physical activity to train motor skills through situated simulation (Pasco, 2013) or in the writing process through the presence of audible pseudo-reality to stimulate young learner’s imagination (Patera, Draper & Naef, 2008). From all the research above, there is one common characteristic of VR: it provides a real-like simulation in which the user may interact.
According to Sherman & Craig (2003), virtual reality is an interactive medium that receives input from the user and responds to it, causing the user to immerse in the simulation. In its development, VR is divided into two-dimensional and three-dimensional perspectives (Pasco, 2013) and some forms of VR require many pieces of equipment to function fully. Other than visual, VR also incorporates audio and a sense of touch (Bailenson et al., 2008). One of the examples of VR in two dimensions is an interactive 360-degree picture, which was then developed to be a 360-degree video.
What is a 360-degree image?
A 360-degree picture or video hereinafter referred to as a 360-degree image, is a digital record that allows the user to enjoy a panoramic view of the content (Feng, 2018). As described, to enjoy the 360-degree image, a user can navigate through a controller, such as a mouse or a screen touch. Through the ability to provide a user with the control to modify the view, a 360-degree image benefits from the primary function of technology in the classroom, namely interactivity (Macias, 2003). The study conducted by Guzman, Dormido & Berenguel (2013) found that interactive learning can enhance students’ motivation and participation in the classroom. Thus, one of the objectives of the application of 360-degree images is to enhance students’ participation in the learning process.
The application of this innovation in the classroom does not take many processes to operate. In its implementation, the 360-degree image does not require sophisticated equipment because it only needs a computer or mobile device to display the image, an Internet connection, and a projector for a bigger display. If the school has sufficient funds, a Google Cardboard or any other VR chipset may be used as a single piece of equipment to experience virtual reality as experimented by Lee, Sergueeva, Catangui & Kandaurova (2017).
An additional benefit is a teacher does not need to produce the content by her/himself. Instead, the teacher could go to www.360cities.net, www.airpano.com, or Google Street View as they offer free stock of 360-degree photos or videos around the world. The use of the Internet could be a potential weakness in the implementation of this innovation since there are some remote areas that are still uncovered by the Internet to date. However, the study conducted by Bildt & Smith (2016) offered an optimistic view that within the next five years, there will be twenty billion devices and 4.5 billion users connected on the Internet around the world as it indicated there would be more area covered. In short, the application of 360-degree images in the classroom is feasible and affordable.
The panoramic view in a 360-degree image unlocks a more new experience than a two-dimensional image. In a two-dimensional image, Feng (2018) explained that the content only allows one direction to be viewed, while in the 360-degree image, every direction of the content is visible. In addition to it, the 360-degree image provides the user with mentally simulating scenes through its interactivity as if the user is currently at the selected place (Bailenson et al., 2008; Dooley, 2017).
If it is a 360-degree moving image (video), the user may keep seeing the water streams or the people move. Through a variety of scenes which has been captured by providers above, any user may instantly go to the sites to see the places around the world such as Sydney Opera House, White House or Eiffel Tower, or the actual inside of these world-famous buildings. In addition to it, the user may also visit historic buildings such as Borobudur in Java or magnificent natural wonders such as the Great Barrier Reef in Queensland. The idea is that the students may visit any places which may be currently inaccessible to them (Magnenat-Thalmann & Papagiannakis, 2005)
Why 360-degree image?
In contemporary education, a 360-degree image offers significant advantages as a learning tool because, among others, it adapts to the student’s characteristics in the twenty-first century. In the present situation, a teacher is required to understand that there has already been a shift in the present generation. Prensky (2001) explained that as the current youth was born as a digital native, it is crucial to integrate technology into today’s classroom.
This belief is important to prepare students as future citizens who can handle technology and complexity (Darling-Hammond, 2010). A digital native is defined by Prensky as someone who was born surrounded by technological advancements such as a computer, Internet, and mobile phone, and thus technology is an inseparable part of their lives.
Considering the nature of existing students, the teacher as a facilitator of knowledge (Goodyear & Dudley, 2015) shall reflect on both what the learners cannot do and can do and disregard the concept of students as an empty vessel (Thomson, Lingard & Wrigley, 2012, p. 2). Consequently, the teacher shall factor the students’ experience in technology into the material design process. Thus, with its features such as interactivity, practicality, and utility, a 360-degree image could conform to the new characteristic of the present generation.
The implementation of the 360-degree image in the classroom can also reduce exclusions and provide equal access to a disadvantaged group of students. UNESCO (2012) identified several common forms and expressions of exclusion in education, among others, a) exclusion from obtaining a meaningful learning experience and b) exclusion from participation in the school program.
From analyzing examples of exclusion provided by UNESCO, the first expression is related to how teaching and learning process does not meet and correspond to the need and style of the learner; hence as it has been described in the paragraph above teacher may consider applying 360-degree image among other technology-based learning tools to suit the characteristics of the digital native. By adjusting the teacher’s teaching model to the learning style of students, it will result in efficient learning (Gadzella, Stephens & Baloglu, 2002) and students’ motivation increment (Marshall, 1987).
On the other hand, the second form of exclusion is related to the condition where students are not able to participate in the school agenda due to economic or physical reasons. In my experience, certain schools/classes have an out-of-class activity such as going on a trip to a museum, historic building, or art gallery. However, some students cannot afford or are physically unable to go to such places. Thus, the presence of this innovation does not replace the physical visit to go to such sites. Instead, this innovation could be applied to provide equal access for those who could not go to the buildings to see the visualization of the areas, bridging the disadvantaged groups to gain a realistic perspective of the topic they are studying as explicated by Lee et al. (2017).
Where could this innovation be applied?
This innovation could be applied in the subject unit involving listening, writing, and reading activities to enhance understanding or stimulate the imagination of students. As a teacher, I have several concepts to integrate 360-degree in my teaching practices. For example, I will apply this innovation to direct students to describe the cultural attributes of a tribe (such as a traditional house) using a 360-degree image. On the other hand, I could also apply a 360-degree image when I want to provide a better contextualization of a historic story or the students may also incorporate a 360-degree image when retelling the story of their holiday/journey from their journal.
In addition to the paragraph above, in the context of Indonesia, a 360-degree image could also be in line with the policy issued by the government, namely Gerakan Literasi Nasional (National Literacy Movement), aiming to promote, among others, cultural and civic literacy.
According to Kementerian Pendidikan dan Kebudayaan (Kemendikbud, 2017), cultural and civic literacy is defined as the ability to understand, value, and apply the knowledge of the humanities, producing social and cultural awareness. This Indonesian Ministry of Education and Culture-sponsored movement requires teachers to integrate the literacy skills convened by the World Economic Forum 2015 into the subject materials in the expectation that students understand the national culture and identity (Kemendikbud, 2017).
A 360-degree image could provide this understanding by allowing students to visit online the realistic environment, situation or cultural attributes (traditional house) of many regions in Indonesia and bridge the understanding gap between regions, either urban to rural areas and vice versa, which are currently potentially inaccessible for the students due to the nature of Indonesia as the largest archipelago country in the world.
Conclusion
As there is a shift in the present generation and the world views technology as a crucial part of any aspect of life, educational institutions are desirable to modify the learning practices by integrating technology into the classroom as it may meet the need and learning style of students. A 360-degree image not only fits the characteristic of twenty-first-century learners, but it also reduces exclusions and provides equal access to the marginalized group of learners. Moreover, through interactivity as if the learner is at the designated place, this innovation could provide students with a realistic view of other environments and cultural attributes of their other compatriots, in the hope that students have the understanding to each other both socially and culturally.
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