ABSTRACT

This paper presents the findings from a case study which explores how students engage with learning materials mediated through 360-degree panoramic videos. The case study extends findings from a project which developed an online platform for viewing and annotating 360-degree videos, and for providing data analytics (heatmaps, viewpoint tracking and area of interest displays) to map student engagement with video content. In this case, information obtained from the data analytics forms the basis for the analysis which, taking a social semiotic perspective, explores (a) what multimodal resources in the video-recorded classroom activity function to attract and hold students’ attention, and (b) what multimodal resources students employ when interacting with the 360-degree videos and for which purpose, taking the context into account. The findings indicate that for students to engage meaningfully with educational content requires familiarity with the demands of 360 video technology, which for some users can prove distracting, or even disabling.

摘要

本文介绍了一个案例研究的结果，该案例研究了学生如何与通过360度全景视频介导的学习材料互动。案例研究扩展了一个项目的发现，该项目开发了一个在线平台，用于查看和注释360度视频，并提供数据分析（热图，视点跟踪和感兴趣的区域显示），以绘制学生对视频内容的参与度。在这种情况下，从数据分析中获得的信息构成了分析的基础，该分析从社会符号学的角度出发，探索了（​​a）视频录制的课堂活动中哪些多模式资源能够吸引和吸引学生的注意力，以及）学生在与360度视频互动时会使用什么多模式资源，以及出于何种目的（考虑到上下文）。