Moving Beyond the Display Effect: The Role of Student Characteristics in 360° Video-Based Learning Experiences

Abstract

The educational use of 360° videos has gained significant ground in recent years. In parallel, a significant corpus of media comparison studies has examined whether the immersive affordances of display devices influence students’ learning with 360° educational videos; however, findings remain inconclusive. Extending this research line, this work-in-progress paper investigates the effects of display device on learning gains and subjective experiences (learning motivation, immersion, cognitive load), while also accounting for the role of student characteristics (immersive tendencies, prior knowledge, and domain-specific interest). A total of 161 university students participated in this study: 104 viewed a 360° educational video on a desktop computer and 57 experienced the same video with a smartphone-based VR headset. Multivariate analyses indicated that, while there were no differences in factual learning gains and cognitive load across conditions, students in the VR condition demonstrated higher motivation and immersion. Moreover, a cluster analysis revealed two distinct learner profiles (high vs. low learning disposition students) within each display condition, characterized by significant differences in motivation, immersion, and knowledge acquisition. High learning disposition students in the VR condition demonstrated the most positive learning outcomes, surpassing all other groups. In contrast, low learning disposition students, assigned in the desktop condition, performed worst on the factual knowledge post-test and showed comparatively weaker motivation and immersion. Taken together, these findings highlight that learning with 360° educational videos cannot be generalized as equally effective for all students and suggest that learning outcomes may be contingent on student profiles.