{"title":"A study of the effect of question feedback types on learning engagement in panoramic videos.","authors":"Guan Huang, Haohua Zhang, Jingsheng Zeng, Wen Chen","doi":"10.3389/fpsyg.2025.1321712","DOIUrl":null,"url":null,"abstract":"<p><strong>Introduction: </strong>The immersive and interactive nature of panoramic video empowers learners with experiences that are infinitely close to the real environment and increases the use of imagination in learners' knowledge acquisition. Studies have shown that embedding question feedback in traditional educational videos can effectively improve learning. However, little research has been conducted on embedding question feedback in panoramic videos to explore what types of question feedback effectively improve the dimensions of learners' learning engagement and yield better learning experiences and learning effects.</p><p><strong>Methods: </strong>This study embedded questions with feedback within panoramic videos by categorizing feedback into two types: simple feedback and elaborated feedback. Using eye tracking, brainwave meters, and subjective questionnaires as measurement tools, this study investigated which type of question feedback embedded in panoramic videos improved various dimensions of learner engagement and academic performance. Participants (<i>n</i> = 91) were randomly assigned to the experimental group (simple feedback, elaborated feedback) or the control group (no feedback).</p><p><strong>Results: </strong>The results of the study showed that (1) the experimental group significantly improved in cognitive engagement, behavioral engagement, and emotional engagement compared to the control group. When the precision of feedback information was greater, the learner's behavioral engagement was greater; however, the precision of feedback information did not significantly affect cognitive and emotional engagement. (2) When the feedback information was more detailed, the learners' academic performance was better.</p><p><strong>Discussion: </strong>The findings of this study can support strategic recommendations for the design and application of panoramic videos.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"16 ","pages":"1321712"},"PeriodicalIF":2.6000,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11903445/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Frontiers in Psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.3389/fpsyg.2025.1321712","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/1/1 0:00:00","PubModel":"eCollection","JCR":"Q2","JCRName":"PSYCHOLOGY, MULTIDISCIPLINARY","Score":null,"Total":0}
引用次数: 0
Abstract
Introduction: The immersive and interactive nature of panoramic video empowers learners with experiences that are infinitely close to the real environment and increases the use of imagination in learners' knowledge acquisition. Studies have shown that embedding question feedback in traditional educational videos can effectively improve learning. However, little research has been conducted on embedding question feedback in panoramic videos to explore what types of question feedback effectively improve the dimensions of learners' learning engagement and yield better learning experiences and learning effects.
Methods: This study embedded questions with feedback within panoramic videos by categorizing feedback into two types: simple feedback and elaborated feedback. Using eye tracking, brainwave meters, and subjective questionnaires as measurement tools, this study investigated which type of question feedback embedded in panoramic videos improved various dimensions of learner engagement and academic performance. Participants (n = 91) were randomly assigned to the experimental group (simple feedback, elaborated feedback) or the control group (no feedback).
Results: The results of the study showed that (1) the experimental group significantly improved in cognitive engagement, behavioral engagement, and emotional engagement compared to the control group. When the precision of feedback information was greater, the learner's behavioral engagement was greater; however, the precision of feedback information did not significantly affect cognitive and emotional engagement. (2) When the feedback information was more detailed, the learners' academic performance was better.
Discussion: The findings of this study can support strategic recommendations for the design and application of panoramic videos.
期刊介绍：
Frontiers in Psychology is the largest journal in its field, publishing rigorously peer-reviewed research across the psychological sciences, from clinical research to cognitive science, from perception to consciousness, from imaging studies to human factors, and from animal cognition to social psychology. Field Chief Editor Axel Cleeremans at the Free University of Brussels is supported by an outstanding Editorial Board of international researchers. This multidisciplinary open-access journal is at the forefront of disseminating and communicating scientific knowledge and impactful discoveries to researchers, academics, clinicians and the public worldwide. The journal publishes the best research across the entire field of psychology. Today, psychological science is becoming increasingly important at all levels of society, from the treatment of clinical disorders to our basic understanding of how the mind works. It is highly interdisciplinary, borrowing questions from philosophy, methods from neuroscience and insights from clinical practice - all in the goal of furthering our grasp of human nature and society, as well as our ability to develop new intervention methods.
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