![]() ![]() Virtual reality uses computer technology to simulate real-time interactions between 3D entities in the virtual world so that participants can immerse themselves in a pseudonatural way by perceiving the motion channel. Virtual Reality and Immersive 360-Degree Video Then, can adding cues to immersive 360-degree video reduce the interference of irrelevant processing on learning, effectively guide attention, and promote learning? Therefore, the aim of this study was to investigate the effect of cues on learning and attention in an immersive 360-degree video learning environment. According to the signal principle of CTML, adding cues to multimedia learning materials is a means to effectively guide learners’ attention, improve learning efficiency and reduce cognitive load in learning ( Karich et al., 2014). Learners can observe only partial pictures of the video at a certain point in time consequently, learners may miss important learning content. Additionally, in immersive 360-degree video, learners’ field of view (FOV) has limitations. In a VR learning environment, due to the increase in visual range and interactivity, information capacity is greatly improved, thus possibly causing distraction, increasing unnecessary cognitive load, and reducing the learning effect ( Parong and Mayer, 2020). Therefore, the CTML may provide a theoretical basis for us to study cognition in an immersive 360-degree video learning environment. As in other VR environments, the presentation of information in immersive 360-degree video is (as in traditional multimedia) mainly through spoken words and animation ( Parong and Mayer, 2018). People process information via visual/pictorial and auditory/verbal channels ( Mayer, 2005). The Cognitive Theory of Multimedia Learning (CTML) divides multimedia learning materials into words and pictures. Currently, there are few relevant studies on the impact of these differences on cognition. Immersive 360-degree video differs very much from traditional video with regard to experience. Immersive 360-degree video, which is a new type of video based on VR technology, possesses great application potential in education. As a new learning tool, VR is increasingly used in education ( Radianti et al., 2020). Virtual reality (VR) can create an immersive three-dimensional interactive virtual environment. This study provided new insights into the design and development of immersive 360-degree video instructional resources. Consequently, adding cues to immersive 360-degree video can be an appropriate approach to promote learning and guide attention in immersive 360-degree video learning environments. Adding visual cues can effectively direct attention to textual cues outside the initial FOV and alleviate the imbalance of attention distribution. The attention directed to textual cues in the initial FOV is much higher than the attention directed to textual cues outside the initial FOV. In addition, the study found a serious imbalance in the distribution of learners’ attention in each region of the video. The results showed that the cues (annotations or annotations + arrows) helped learners achieve better learning outcomes and spend more time focusing on the areas with cues. Participants (n = 110) were randomly assigned to one of four conditions: (1) no cues, (2) textual cues in the initial field of view (FOV), (3) textual cues outside the initial FOV, and (4) textual cues outside the initial FOV + visual cues. ![]() This study examined the effects of textual and visual cues on learning and attention in immersive 360-degree video by using eye-tracking equipment integrated in a virtual reality head-mounted display. Immersive 360-degree video has become a new learning resource because of its immersive sensory experience. Department of Educational Technology, Institute of Education, China West Normal University, Nanchong, China.Rui Liu Xiang Xu Hairu Yang * Zhenhua Li Guan Huang ![]()
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