Exploring the Impact of 360-Degree Video on Learning Performance among College Students on Laptops, Tablets, and HMDs

This study conducted a randomized controlled experiment to investigate how using different devices - tablets, laptops, and head-mounted displays (HMDs) with 360-degree videos - can influence learning outcomes, motivation, cognitive load, and sense of presence in history education. The researchers first developed an educational 360-degree video about the history of the Yuanmingyuan in China. They then designed pre-and post-tests, as well as 5- and 7-point Likert scales to assess the students’ motivation, cognitive load, and presence with guidance from subject experts. The experiment was conducted across three groups after providing instructions to the participants. The hypothesis was that HMDs showing 360-degree videos would improve academic performance, motivation, and presence more than tablets or laptops while decreasing cognitive load. The data showed that 360-degree videos could enhance students’ learning performance, though the effects differed depending on the device. Although viewing 360-degree videos on laptops led to higher cognitive load, the use of HMDs moderated this effect. In fact, HMDs actually decreased cognitive load compared to tablets or laptops.本研究开展了一项随机对照实验，旨在探究不同设备——平板电脑（tablets）、笔记本电脑（laptops）与搭载360度视频的头戴式显示器（head-mounted displays, HMDs）——对历史教育领域学习成果、学习动机、认知负荷及临场感的影响。研究人员首先制作了一部以中国圆明园历史为主题的教育类360度视频。随后，在学科专家的指导下，设计了前后测问卷与5点、7点李克特量表（Likert scales），用以评估学生的学习动机、认知负荷与临场感。研究人员先向参与者说明实验相关要求，随后将其分为三组开展实验。本研究提出的假设为：相较于平板电脑与笔记本电脑，搭载360度视频的头戴式显示器能更显著地提升学生的学业表现、学习动机与临场感，同时降低认知负荷。实验数据表明，360度视频可提升学生的学习成绩，但效果因设备类型不同而存在差异。尽管在笔记本电脑上观看360度视频会带来更高的认知负荷，但使用头戴式显示器可缓解这一效应；事实上，相较于平板电脑与笔记本电脑，头戴式显示器确实降低了参与者的认知负荷。