Abstract The use of classroom videos has become an increasingly popular topic in teacher education and educational research. Usually, video-based classroom observation is done using a "normal" 4:3 or 16:9 video recording from a given camera angle. By contrast, 360-degree videos do not predefine a specific camera angle during the recording, and the observer is able to choose the viewing direction while watching the video. Furthermore, research on 360-degree videos from other disciplines indicates that such videos might elicit more presence and emotions than traditional 16:9 videos, raising the question whether observations of teaching differ with respect to the type of video. Thus, the aim of the present experimental study was to explore whether perceived presence, emotions, workload, classroom observations, and ratings of teaching quality differ when student teachers are shown a 360-degree classroom video and when they are shown a traditional 16:9 classroom video. Fiftynine student teachers were randomly assigned either to watch a 360-degree video or a traditional 16:9 video. After watching the video, they indicated their perceived presence, emotions, workload, and ratings of teaching quality. They also analysed the video by describing and interpreting the relevant events they had noticed. The results showed that the 360-degree video elicited a higher degree of presence. However, there were no significant differences between the two video types with respect to perceived emotions, workload, observer ratings, or noticed events. We discuss the findings in terms of using classroom videos for research purposes and also for teacher education.

中文翻译：

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观看 360 度课堂视频——视频类型对存在感、情绪、工作量、课堂观察和教学质量评级的影响

摘要 课堂视频的使用已成为教师教育和教育研究中越来越受欢迎的话题。通常，基于视频的课堂观察是从给定的摄像机角度使用“正常”的 4:3 或 16:9 视频录制完成的。相比之下，360度视频在录制过程中并没有预先定义特定的摄像机角度，观看者可以在观看视频时选择观看方向。此外，对来自其他学科的 360 度视频的研究表明，与传统的 16:9 视频相比，此类视频可能会引起更多的临场感和情感，这就提出了教学观察是否因视频类型而异的问题。因此，本实验研究的目的是探索感知存在、情绪、工作量、课堂观察、当向学生教师展示 360 度课堂视频和向他们展示传统的 16:9 课堂视频时，教学质量的评级会有所不同。559 名学生教师被随机分配观看 360 度视频或传统的 16:9 视频。观看视频后，他们表达了他们对教学质量的感知、情绪、工作量和评级。他们还通过描述和解释他们注意到的相关事件来分析视频。结果表明，360 度视频引起了更高程度的存在。然而，这两种视频类型在感知情绪、工作量、观察者评级或注意到的事件方面没有显着差异。我们讨论将课堂视频用于研究目的和教师教育方面的发现。