Improving students' processing of history-related 360° videos through collaboration and emotion regulation

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2024-10-02 DOI:10.1111/jcal.13076

Valentina Nachtigall, Selina Yek, Nikol Rummel

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Abstract

Background

With the increasing availability of immersive technologies such as 360° videos for educational purposes, research needs to shift from media comparison studies to value-added studies in order to identify conditions for effective learning with such technologies. For the educational use of history-related virtual reality media, which are characterized by immersion and emotionalization, instructional approaches that promote cognitive and critical rather than emotional processing of the content are required.

Objectives

Drawing on research on self-regulated learning, emotion regulation, and collaborative learning, the present value-added study examines whether (1) strategy training in cognitive and emotion regulation strategies and (2) collaboration can enhance students' cognitive processing of history-related 360° videos.

Methods

In a quasi-experimental study with school students (N = 157), we compared the effects of training addressing cognitive and emotion regulation strategies with training focusing on cognitive strategies alone. Before and during each of the two types of training, students were asked to either collaboratively or individually analyse a history-related 360° video.

Results and Conclusions

Training in cognitive strategies alone promotes cognitive processing of 360° videos, while combined training leads to more emotional processing. Collaboration helps students to analyse a history-related 360° video in a cognitive and reflective way before training and to acquire the cognitive strategies during the training. After training, however, students who had previously collaborated processed the video more emotionally than students who had previously worked alone. This study highlights the importance of tailored instructional approaches to maximize the educational potential of immersive technologies in history education.

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通过协作和情绪调节改进学生对历史相关 360° 视频的处理

背景随着 360° 视频等沉浸式技术越来越多地用于教育目的，研究需要从媒体比较研究转向增值研究，以确定利用此类技术进行有效学习的条件。与历史相关的虚拟现实媒体具有身临其境和情感化的特点，在教育中使用这些媒体时，需要采用促进对内容进行认知和批判性处理而不是情感化处理的教学方法。本增值研究借鉴了有关自我调节学习、情绪调节和协作学习的研究，探讨了（1）认知和情绪调节策略培训以及（2）协作是否能提高学生对历史相关 360° 视频的认知处理能力。方法在一项针对在校学生（人数= 157）的准实验研究中，我们比较了认知和情绪调节策略培训与仅侧重于认知策略培训的效果。在两种培训之前和培训期间，我们都要求学生合作或单独分析与历史相关的 360° 视频。结果与结论单纯的认知策略培训能促进对 360° 视频的认知处理，而综合培训则能带来更多的情感处理。合作有助于学生在培训前以认知和反思的方式分析与历史相关的 360° 视频，并在培训期间掌握认知策略。然而，在培训结束后，之前进行过合作的学生比之前单独合作的学生对视频进行了更多的情感处理。这项研究强调了量身定制的教学方法对于最大限度地发挥沉浸式技术在历史教育中的教育潜力的重要性。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope