Peer Design of 360-Degree Virtual Reality Video Considering Social Presence and Cognitive Load (Poster 45)

• In Event: Saturday Poster Session 3:05 pm
  In Poster Session: Intersections of Technology, Learning, and Digital Media: Diverse Perspectives on Modern Education

Abstract

The purpose of this study is to design 360-degree virtual reality (VR) videos that diversify peer design and examine the difference of perceived social presence and cognitive load. Three types of 360-degree VR videos were developed: video with (1) only instructor, (2) an instructor and peers, and (3) an instructor and peers in learning activities. Forty-eight participants watched one of the three video types randomly and attended a questionnaire to measure social presence and cognitive load. As a result, videos with only instructor showed higher social presence than other videos, and there was no difference in cognitive load. These results suggest that it is important to give the feeling of being with an instructor in 360-degree VR video design.

Authors

• Suhyun Ki

• Jeeheon Ryu, Chonnam National University