The Role of Context and Interaction when Learning with Augmented 360° Images

Abstract

360° photos can be used to place learners into different environments augmented with additional information in the form of virtual overlays. This way, more information can be provided than usually, resembling context-based augmented reality (AR). Both contextuality and interactivity are important aspects when it comes to AR- and 360° photo-based learning environments. To find out more about the specific impact context and interaction with the learning material have in an augmented 360° photo environment, we conducted an experimental 2x2 between-subjects design with the factors context (visible vs. non visible) and interaction (learner vs. system control) with N = 138 participants. We examined variables concerning immersion, motivation and learning outcome. Concerning immersion, we found a large positive main effect of learner control. Concerning motivation, we found positive main effects of context visibility and learner control. For a subfactor of motivation, satisfaction, we found an interaction effect showing a disadvantage of non-visible context and system control in comparison to all other conditions. We found no effects on learning outcome. We discuss the limitations and implications of the study considering the theoretical background.