using technology in education video

Want a daily email of lesson plans that span all subjects and age groups?

Subjects all subjects all subjects the arts all the arts visual arts performing arts value of the arts back business & economics all business & economics global economics macroeconomics microeconomics personal finance business back design, engineering & technology all design, engineering & technology design engineering technology back health all health growth & development medical conditions consumer health public health nutrition physical fitness emotional health sex education back literature & language all literature & language literature linguistics writing/composition speaking back mathematics all mathematics algebra data analysis & probability geometry measurement numbers & operations back philosophy & religion all philosophy & religion philosophy religion back psychology all psychology history, approaches and methods biological bases of behavior consciousness, sensation and perception cognition and learning motivation and emotion developmental psychology personality psychological disorders and treatment social psychology back science & technology all science & technology earth and space science life sciences physical science environmental science nature of science back social studies all social studies anthropology area studies civics geography history media and journalism sociology back teaching & education all teaching & education education leadership education policy structure and function of schools teaching strategies back thinking & learning all thinking & learning attention and engagement memory critical thinking problem solving creativity collaboration information literacy organization and time management back, filter by none.

Elementary/Primary
Middle School/Lower Secondary
High School/Upper Secondary
College/University
TED-Ed Animations
TED Talk Lessons
TED-Ed Best of Web
Under 3 minutes
Under 6 minutes
Under 9 minutes
Under 12 minutes
Under 18 minutes
Over 18 minutes
Algerian Arabic
Azerbaijani
Cantonese (Hong Kong)
Chinese (Hong Kong)
Chinese (Singapore)
Chinese (Taiwan)
Chinese Simplified
Chinese Traditional
Chinese Traditional (Taiwan)
Dutch (Belgium)
Dutch (Netherlands)
French (Canada)
French (France)
French (Switzerland)
Kurdish (Central)
Luxembourgish
Persian (Afghanistan)
Persian (Iran)
Portuguese (Brazil)
Portuguese (Portugal)
Spanish (Argentina)
Spanish (Latin America)
Spanish (Mexico)
Spanish (Spain)
Spanish (United States)
Western Frisian

sort by none

Longest video
Shortest video
Most video views
Least video views
Most questions answered
Least questions answered

AI’s single point of failure - Rob Toews

Lesson duration 11:34

214,277 Views

Why can't you put metal in a microwave?

Lesson duration 05:49

779,533 Views

When AI can fake reality, who can you trust? - Sam Gregory

Lesson duration 12:05

120,887 Views

What the fossil fuel industry doesn't want you to know - Al Gore

Lesson duration 25:45

737,109 Views

Whoever builds something here will be rich beyond measure

Lesson duration 05:04

340,717 Views

What happens if you don’t put your phone in airplane mode?

Lesson duration 04:55

2,922,149 Views

1816: The year with no summer

Lesson duration 05:53

432,953 Views

We're building a dystopia just to make people click on ads - Zeynep Tufekci

Lesson duration 22:56

730,540 Views

What happens if an engineered virus escapes the lab?

Lesson duration 05:42

741,542 Views

Ethical dilemma: Should we get rid of mosquitoes?

Lesson duration 05:27

705,478 Views

Are insect brains the secret to great AI? - Frances S. Chance

Lesson duration 09:33

70,230 Views

How will AI change the world?

Lesson duration 05:56

1,767,970 Views

Why a sausage can do what your gloves cannot

Lesson duration 05:06

1,520,140 Views

The 4 greatest threats to the survival of humanity

Lesson duration 05:24

484,901 Views

How do jetpacks work? And why don't we all have them?

Lesson duration 05:03

286,554 Views

Yes, scientists are actually building an elevator to space

Lesson duration 05:19

790,701 Views

How to get better at video games, according to babies

Lesson duration 05:14

542,365 Views

The surprisingly long history of electric cars

Lesson duration 05:20

499,995 Views

Why don’t we cover the desert with solar panels?

Lesson duration 05:25

4,606,502 Views

How we can detect pretty much anything

Lesson duration 05:55

319,875 Views

Iceland's superpowered underground volcanoes

Lesson duration 05:21

471,586 Views

How to practice safe sexting - Amy Adele Hasinoff

Lesson duration 14:26

153,158 Views

Could we build a wooden skyscraper?

Lesson duration 04:57

1,377,522 Views

How the world’s tallest skyscraper was built

Lesson duration 06:08

969,608 Views

Future Students
Current Students
Faculty/Staff

News and Media

News & Media Home
Research Stories
School's In
In the Media

New advances in technology are upending education, from the recent debut of new artificial intelligence (AI) chatbots like ChatGPT to the growing accessibility of virtual-reality tools that expand the boundaries of the classroom. For educators, at the heart of it all is the hope that every learner gets an equal chance to develop the skills they need to succeed. But that promise is not without its pitfalls.

“Technology is a game-changer for education – it offers the prospect of universal access to high-quality learning experiences, and it creates fundamentally new ways of teaching,” said Dan Schwartz, dean of Stanford Graduate School of Education (GSE), who is also a professor of educational technology at the GSE and faculty director of the Stanford Accelerator for Learning . “But there are a lot of ways we teach that aren’t great, and a big fear with AI in particular is that we just get more efficient at teaching badly. This is a moment to pay attention, to do things differently.”

For K-12 schools, this year also marks the end of the Elementary and Secondary School Emergency Relief (ESSER) funding program, which has provided pandemic recovery funds that many districts used to invest in educational software and systems. With these funds running out in September 2024, schools are trying to determine their best use of technology as they face the prospect of diminishing resources.

Here, Schwartz and other Stanford education scholars weigh in on some of the technology trends taking center stage in the classroom this year.

AI in the classroom

In 2023, the big story in technology and education was generative AI, following the introduction of ChatGPT and other chatbots that produce text seemingly written by a human in response to a question or prompt. Educators immediately worried that students would use the chatbot to cheat by trying to pass its writing off as their own. As schools move to adopt policies around students’ use of the tool, many are also beginning to explore potential opportunities – for example, to generate reading assignments or coach students during the writing process.

AI can also help automate tasks like grading and lesson planning, freeing teachers to do the human work that drew them into the profession in the first place, said Victor Lee, an associate professor at the GSE and faculty lead for the AI + Education initiative at the Stanford Accelerator for Learning. “I’m heartened to see some movement toward creating AI tools that make teachers’ lives better – not to replace them, but to give them the time to do the work that only teachers are able to do,” he said. “I hope to see more on that front.”

He also emphasized the need to teach students now to begin questioning and critiquing the development and use of AI. “AI is not going away,” said Lee, who is also director of CRAFT (Classroom-Ready Resources about AI for Teaching), which provides free resources to help teach AI literacy to high school students across subject areas. “We need to teach students how to understand and think critically about this technology.”

Immersive environments

The use of immersive technologies like augmented reality, virtual reality, and mixed reality is also expected to surge in the classroom, especially as new high-profile devices integrating these realities hit the marketplace in 2024.

The educational possibilities now go beyond putting on a headset and experiencing life in a distant location. With new technologies, students can create their own local interactive 360-degree scenarios, using just a cell phone or inexpensive camera and simple online tools.

“This is an area that’s really going to explode over the next couple of years,” said Kristen Pilner Blair, director of research for the Digital Learning initiative at the Stanford Accelerator for Learning, which runs a program exploring the use of virtual field trips to promote learning. “Students can learn about the effects of climate change, say, by virtually experiencing the impact on a particular environment. But they can also become creators, documenting and sharing immersive media that shows the effects where they live.”

Integrating AI into virtual simulations could also soon take the experience to another level, Schwartz said. “If your VR experience brings me to a redwood tree, you could have a window pop up that allows me to ask questions about the tree, and AI can deliver the answers.”

Gamification

Another trend expected to intensify this year is the gamification of learning activities, often featuring dynamic videos with interactive elements to engage and hold students’ attention.

“Gamification is a good motivator, because one key aspect is reward, which is very powerful,” said Schwartz. The downside? Rewards are specific to the activity at hand, which may not extend to learning more generally. “If I get rewarded for doing math in a space-age video game, it doesn’t mean I’m going to be motivated to do math anywhere else.”

Gamification sometimes tries to make “chocolate-covered broccoli,” Schwartz said, by adding art and rewards to make speeded response tasks involving single-answer, factual questions more fun. He hopes to see more creative play patterns that give students points for rethinking an approach or adapting their strategy, rather than only rewarding them for quickly producing a correct response.

Data-gathering and analysis

The growing use of technology in schools is producing massive amounts of data on students’ activities in the classroom and online. “We’re now able to capture moment-to-moment data, every keystroke a kid makes,” said Schwartz – data that can reveal areas of struggle and different learning opportunities, from solving a math problem to approaching a writing assignment.

But outside of research settings, he said, that type of granular data – now owned by tech companies – is more likely used to refine the design of the software than to provide teachers with actionable information.

The promise of personalized learning is being able to generate content aligned with students’ interests and skill levels, and making lessons more accessible for multilingual learners and students with disabilities. Realizing that promise requires that educators can make sense of the data that’s being collected, said Schwartz – and while advances in AI are making it easier to identify patterns and findings, the data also needs to be in a system and form educators can access and analyze for decision-making. Developing a usable infrastructure for that data, Schwartz said, is an important next step.

With the accumulation of student data comes privacy concerns: How is the data being collected? Are there regulations or guidelines around its use in decision-making? What steps are being taken to prevent unauthorized access? In 2023 K-12 schools experienced a rise in cyberattacks, underscoring the need to implement strong systems to safeguard student data.

Technology is “requiring people to check their assumptions about education,” said Schwartz, noting that AI in particular is very efficient at replicating biases and automating the way things have been done in the past, including poor models of instruction. “But it’s also opening up new possibilities for students producing material, and for being able to identify children who are not average so we can customize toward them. It’s an opportunity to think of entirely new ways of teaching – this is the path I hope to see.”

Get the Educator

Subscribe to our monthly newsletter.

Stanford Graduate School of Education

482 Galvez Mall Stanford, CA 94305-3096 Tel: (650) 723-2109

Contact Admissions
GSE Leadership
Site Feedback
Web Accessibility
Career Resources
Faculty Open Positions
Explore Courses
Academic Calendar
Office of the Registrar
Cubberley Library
StanfordWho
StanfordYou

Improving lives through learning

Stanford Home
Maps & Directions
Search Stanford
Emergency Info
Terms of Use
Non-Discrimination
Accessibility

Our Mission

There has been an error with the video.

An Introduction to Technology Integration

Integrating technology with classroom practice can be a great way to strengthen engagement by linking students to a global audience, turning them into creators of digital media, and helping them practice collaboration skills that will prepare them for the future.

Global Education Monitoring Report

Technology in education

As recognised in the Incheon Declaration, the achievement of SDG 4 is dependent on opportunities and challenges posed by technology, a relationship that was strengthened by the onset of the COVID-19 pandemic. Technology appears in six out of the ten targets in the fourth Sustainable Development goal on education. These references recognize that technology affects education through five distinct channels, as input, means of delivery, skill, tool for planning, and providing a social and cultural context.

There are often bitter divisions in how the role of technology is viewed, however. These divisions are widening as the technology is evolving at breakneck speed. The 2023 GEM Report on technology and education explores these debates, examining education challenges to which appropriate use of technology can offer solutions (access, equity and inclusion; quality; technology advancement; system management), while recognizing that many solutions proposed may also be detrimental.

The report also explores three system-wide conditions (access to technology, governance regulation, and teacher preparation) that need to be met for any technology in education to reach its full potential. It provides the mid-term assessment of progress towards SDG 4 , which was summarized in a brochure and promoted at the 2023 SDG Summit.

The 2023 GEM Report and 200 PEER country profiles on technology and education were launched on 26 July. A recording of the global launch event can be watched here and a south-south dialogue between Ministers of education in Latin America and Africa here .

Background material

Watch the launch event

Consultations

The GEM Report is partnering with Restless Development  to mobilize youth globally to inform the development of the 2023 Youth Report, exploring how technology can address various education challenges.

The GEM Report ran a consultation process to collect feedback and evidence on the proposed lines of research of the 2023 concept note.

Technology in education: a tool on whose terms?

Related resources

on technology and education

in quality and school infrastructure

Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content

Educational videos provide an important content-delivery tool in many classes. Effective use of video is enhanced when instructors consider cognitive load, student engagement, and active learning. This essay reviews literature relevant to these elements and suggests practical ways instructors can use these principles when using video as an educational tool.

Educational videos have become an important part of higher education, providing an important content-delivery tool in many flipped, blended, and online classes. Effective use of video as an educational tool is enhanced when instructors consider three elements: how to manage cognitive load of the video; how to maximize student engagement with the video; and how to promote active learning from the video. This essay reviews literature relevant to each of these principles and suggests practical ways instructors can use these principles when using video as an educational tool.

Video has become an important part of higher education. It is integrated as part of traditional courses, serves as a cornerstone of many blended courses, and is often the main information-delivery mechanism in online courses. Several meta-analyses have shown that technology can enhance learning (e.g., Means et al ., 2010 ; Schmid et al ., 2014 ), and multiple studies have shown that video, specifically, can be a highly effective educational tool (e.g., Allen and Smith, 2012 ; Kay, 2012 ; Lloyd and Robertson, 2012 ; Rackaway, 2012 ; Hsin and Cigas, 2013 ; Stockwell et al ., 2015 ). Video may have particular value for student preparation in biology classes, in part because students may find it more engaging ( Stockwell et al ., 2015 ) and because it can be well suited to illuminating the abstract or hard-to-visualize phenomena that are the focus of so many biology classes (e.g., Dash et al ., 2016 ; see Video Views and Reviews features in CBE—Life Sciences Education for other examples). The medium is not inherently effective, however; Guo et al . (2014) have shown that students often disregard large segments of educational videos, while MacHardy and Pardos (2015) demonstrate that some videos contribute little to student performance. What, then, are the principles that allow instructors to choose or develop videos that are effective in moving students toward the desired learning outcomes? Consideration of three elements for video design and implementation can help instructors maximize video’s utility in the biology classroom:

Cognitive load
Student engagement
Active learning

Together, these elements provide a solid base for the development and use of video as an effective educational tool.

COGNITIVE LOAD

One of the primary considerations when constructing educational materials, including video, is cognitive load. Cognitive load theory, initially articulated by Sweller (1988 , 1989 , 1994 ), suggests that memory has several components. Sensory memory is transient, collecting information from the environment. Information from sensory memory may be selected for temporary storage and processing in working memory, which has very limited capacity. This processing is a prerequisite for encoding into long-term memory, which has virtually unlimited capacity. Because working memory is very limited, the learner must be selective about what information from sensory memory to pay attention to during the learning process, an observation that has important implications for creating educational materials.

Based on this model of memory, cognitive load theory suggests that any learning experience has three components. The first of these is intrinsic load, which is inherent to the subject under study and is determined in part by the degrees of connectivity within the subject. The common example given to illustrate a subject with low intrinsic load is a word pair (e.g., blue = azul ); grammar, on the other hand, is a subject with a high intrinsic load due to its many levels of connectivity and conditional relationships. In an example from biology, learning the names of the stages of mitosis would have lower intrinsic load than understanding the process of cell cycle control. The second component of any learning experience is germane load, which is the level of cognitive activity necessary to reach the desired learning outcome—for example, to make the comparisons, do the analysis, and elucidate the steps necessary to master the lesson. The ultimate goal of these activities is for the learner to incorporate the subject under study into a schema of richly connected ideas. The third component of a learning experience is extraneous load, which is cognitive effort that does not help the learner toward the desired learning outcome. It is often characterized as load that arises from a poorly designed lesson (e.g., confusing instructions, extra information) but may also be load that arises due to stereotype threat or imposter syndrome. These concepts are more fully articulated and to some extent critiqued in an excellent review by deJong (2010) .

These definitions have implications for design of educational materials and experiences. Specifically, instructors should seek to minimize extraneous cognitive load and should consider the intrinsic cognitive load of the subject when constructing learning experiences, carefully structuring them when the material has high intrinsic load. Because working memory has a limited capacity, and information must be processed by working memory to be encoded in long-term memory, it is important to prompt working memory to accept, process, and send to long-term memory only the most crucial information ( Ibrahim et al ., 2012 ).

The cognitive theory of multimedia learning builds on the cognitive load theory, noting that working memory has two channels for information acquisition and processing: a visual/pictorial channel and an auditory/verbal-processing channel ( Mayer, 2001 ; Mayer and Moreno, 2003 ). Although each channel has limited capacity, the use of the two channels can facilitate the integration of new information into existing cognitive structures. Using both channels maximizes working memory’s capacity—but either channel can be overwhelmed by high cognitive load. Thus, design strategies that manage the cognitive load for both channels in multimedia learning materials promise to enhance learning.

These theories give rise to several recommendations about educational videos (see Table 1 ). Based on the premise that effective learning experiences minimize extraneous cognitive load, optimize germane cognitive load, and manage intrinsic cognitive lead, four effective practices emerge.

Practices to maximize student learning from educational videos

Signaling , which is also known as cueing ( deKoning et al ., 2009 ), is the use of on-screen text or symbols to highlight important information. For example, signaling may be provided by the appearance of two or three key words ( Mayer and Johnson, 2008 ; Ibrahim et al ., 2012 ), a change in color or contrast ( deKoning et al ., 2009 ), or a symbol that draws attention to a region of a screen (e.g., an arrow; deKoning et al ., 2009 ). By highlighting the key information, signaling helps direct learner attention, thus targeting particular elements of the video for processing in the working memory. This can reduce extraneous load by helping novice learners with the task of determining which elements within a complex tool are important, and it can also increase germane load by emphasizing the organization of and connections within the information. Mayer and Moreno (2003) and deKoning et al . (2009) have shown that this approach improves students’ ability to retain and transfer new knowledge from animations, and Ibrahim et al . (2012) have shown that these effects extend to video.

The benefits of signaling are complemented by segmenting , or the chunking of information in a video lesson. Segmenting allows learners to engage with small pieces of new information and gives them control over the flow of new information. As such, it manages intrinsic load and can also increase germane load by emphasizing the structure of the information. Segmenting can be accomplished both by making shorter videos and by including “click forward” pauses within a video, such as using YouTube Annotate or HapYak to provide students with a question and prompting them to click forward after completion. Both types of segmenting have been shown to be important for student engagement with videos ( Zhang et al ., 2006 ; Guo et al ., 2014 ) and learning from video ( Zhang et al ., 2006 ; Ibrahim et al ., 2012 ).

Weeding , or the elimination of interesting but extraneous information that does not contribute to the learning goal, can provide further benefits. For example, music, complex backgrounds, or extra features within an animation require the learner to judge whether he or she should be paying attention to them, which increases extraneous load and can reduce learning. Importantly, information that increases extraneous load changes as the learner moves from novice toward expert status. That is, information that may be extraneous for a novice learner may actually be helpful for a more expert-like learner, while information that is essential for a novice may serve as an already known distraction for an expert. Thus, it is important that the instructor consider his or her learners when weeding educational videos, including information that is necessary for their processing but eliminating information that they do not need to reach the learning goal and that may overload their working memory. Ibrahim et al . (2012) has shown that this treatment can improve retention and transfer of new information from video.

Finally, the utility of video lessons can be maximized by matching modality to content. By using both the audio/verbal channel and the visual/pictorial channel to convey new information, and by fitting the particular type of information to the most appropriate channel, instructors can enhance the germane cognitive load of a learning experience. For example, showing an animation of a process on screen while narrating it uses both channels to elucidate the process, thus giving the learner dual and complementary streams of information to highlight features that should be processed in working memory. In contrast, showing the animation while also showing printed text uses only the visual channel and thus overloads this channel and impedes learning ( Mayer and Moreno, 2003 ). In another example, using a “talking head” video to explain a complex process makes productive use only of the verbal channel (because watching the speaker does not convey additional information), whereas a Khan Academy–style tutorial that provides symbolic sketches to illustrate the verbal explanation uses both channels to give complementary information. Using both channels to convey appropriate and complementary information has been shown to increase students’ retention and ability to transfer information ( Mayer and Moreno, 2003 ) and to increase student engagement with videos ( Guo et al ., 2014 ; Thomson et al ., 2014 ).

STUDENT ENGAGEMENT

Another lens through which to consider educational video is student engagement. The idea is simple: if students do not watch videos, they cannot learn from them. Lessons on promoting student engagement derive from earlier research on multimedia instruction and more recent work on videos used within MOOCs (massive open online courses; see Table 1 ).

The first and most important guideline for maximizing student attention to educational video is to keep it short . Guo and colleagues examined the length of time students watched streaming videos within four edX MOOCs, analyzing results from 6.9 million video-watching sessions ( Guo et al ., 2014 ). They observed that the median engagement time for videos less than 6 minutes long was close to 100%–that is, students tended to watch the whole video (although there are significant outliers; see the paper for more complete information). As videos lengthened, however, student engagement dropped, such that the median engagement time with 9- to 12-minute videos was ∼50%, and the median engagement time with 12- to 40-minute videos was ∼20%. In fact, the maximum median engagement time for a video of any length was 6 minutes. Making videos longer than 6–9 minutes is therefore likely to be wasted effort. In complementary work, Risko et al . (2012) showed 1-hour videos to students in a lab setting, probing student self-reports of mind wandering four times in each lecture and testing student retention of lecture material after the lecture. They found that student report of mind wandering increased and retention of material decreased across the video lecture ( Risko et al ., 2012) .

Another method to keep students engaged is to use a conversational style . Called the personalization principle by Mayer, the use of conversational rather than formal language during multimedia instruction has been shown to have a large effect on students’ learning, perhaps because a conversational style encourages students to develop a sense of social partnership with the narrator that leads to greater engagement and effort ( Mayer, 2008 ). In addition, some research suggests that it can be important for video narrators to speak relatively quickly and with enthusiasm . In their study examining student engagement with MOOC videos, Guo and colleagues observed that student engagement was dependent on the narrator’s speaking rate, with student engagement increasing as speaking rate increased ( Guo et al ., 2014 ). It can be tempting for video narrators to speak slowly to help ensure that students grasp important ideas, but including in-video questions, “chapters,” and speed control can give students control over this feature—and increasing narrator speed appears to promote student interest.

Instructors can also promote student engagement with educational videos by creating or packaging them in a way that conveys that the material is for these students in this class . One of the benefits for instructors in using educational videos can be the ability to reuse them for other classes and other semesters. When creating or choosing videos, however, it is important to consider whether they were created for the type of environment in which they will be used. For example, a face-to-face classroom session that is videotaped and presented within an online class may feel less engaging than a video that is created with an online environment as the initial target ( Guo et al ., 2014 ). A video’s adaptability can be enhanced, however: when reusing videos, instructors can package them for a particular class using text outside the video to contextualize the relevance for that particular class and lesson.

ACTIVE LEARNING

As biology educators, we have abundant evidence that active learning in the classroom provides clear advantages over passive encounters with course material through lecture (e.g., Knight and Wood, 2005 ; Haak et al ., 2011 ; Freeman et al ., 2014 ). Similarly, elements that promote cognitive activity during video viewing can enhance student learning from this medium (see Table 1 ).

Schacter and Szpunar (2015) propose a conceptual framework for enhancing learning from educational videos that identifies online learning as a type of self-regulated learning. Self-regulation of learning requires students to monitor their own learning, to identify learning difficulties, and to respond to these judgments; in other words, it requires students to actively build and interrogate mental models, practicing metacognition about the learning process. Novices within a field, however, have difficulty accurately judging their understanding, often overestimating their learning ( Bjork et al ., 2013 ). This problem may be enhanced when new information is delivered via video, which students report as easier to learn and more memorable than text ( Salomon, 1994 ; Choi and Johnson, 2005 ). Incorporating prompts for students to engage in the type of cognitive activity necessary to process information—to engage in active learning—can help them build and test mental models, explicitly converting video watching from a passive to an active-learning event. The means to do this can vary, but the following strategies have demonstrated success in some contexts.

Package Video with Interactive Questions

Szpunar et al . compared the test performance of students who answered questions interpolated between ∼5 min video lectures and students who did unrelated arithmetic problems between the videos, finding that the students in the interpolated question group performed significantly better on subsequent tests of the material and reported less mind wandering ( Szpunar et al ., 2013 ). Students who received the interpolated questions also exhibited increased note taking, reported the learning event as less “mentally taxing,” and reported less anxiety about the final test. These results suggest that interpolated questions may improve student learning from video through several mechanisms. First, they may help to optimize cognitive load by decreasing extraneous load (i.e., anxiety about an upcoming test) and increasing germane load (i.e., note taking, reduced mind wandering). Further, interpolated questions may produce some of their benefit by tapping into the “testing effect,” in which recall of important information strengthens students’ memory of and ability to use the recalled information ( Roediger and Karpicke, 2006 ; Brame and Biel, 2015 ). Finally, interpolated questions may help students engage in more accurate self-assessment ( Szpunar et al ., 2014 ), an important benefit for a medium that students may perceive as “easier” than text. Tools like HapYak and Zaption can also allow instructors to embed questions directly into video and to give specific feedback based on student response. This approach has similar benefits to interpolated questions in increasing student performance on subsequent assessments ( Vural, 2013 ) and has the additional benefit of making the video interactive (see following section).

Use Interactive Features That Give Students Control

Zhang and colleagues compared the impact of interactive and noninteractive video on students’ learning in a computer science course ( Zhang et al ., 2006 ). Students who were able to control movement through the video, selecting important sections to review and moving backward when desired, demonstrated better achievement of learning outcomes and greater satisfaction. One simple way to achieve this level of interactivity is by using YouTube Annotate, HapYak, or another tool to introduce labeled “chapters” into a video. This not only has the benefit of giving students control but also can demonstrate the organization, increasing the germane load of the lesson.

Use Guiding Questions

Lawson and colleagues examined the impact of guiding questions on students’ learning from a video about social psychology in an introductory psychology class ( Lawson et al ., 2006 ). Building on work from Kreiner (1997) , they had students in some sections of the course watch the video with no special instructions, while students in other sections of the course were provided with eight guiding questions to consider while watching. The students who answered the guiding questions while watching the video scored significantly higher on a later test. Guiding questions may serve as an implicit means to share learning objectives with students, thus increasing the germane load of the learning task and reducing the extraneous load by focusing student attention on important elements. This strategy is often used to increase student learning from reading assignments (e.g., Tanner, 2012 ; Round and Campbell, 2013 ), and it can translate effectively to helping students learn from video.

Make Video Part of a Larger Homework Assignment

MacHardy and Pardos (2015) have developed a model relating educational video characteristics to students’ performance on subsequent assessments. One observation from their analysis of Khan Academy videos was that videos that offered the greatest benefits to students were highly relevant to associated exercises. This result is supported by results observed in a “teaching-as-research” project at Vanderbilt University (for background on teaching as research, see www.cirtl.net ). Specifically, Faizan Zubair participated in the BOLD Fellows program, in which graduate students develop online learning materials for incorporation into a faculty mentor’s course and then investigate their impact in teaching-as-research projects. Zubair developed videos on that were embedded in a larger homework assignment in Paul Laibinis’s chemical engineering class and found that students valued the videos and that the videos improved students’ understanding of difficult concepts when compared with a semester when the videos were not used in conjunction with the homework ( Zubair and Laibinis, 2015 ; see also Summary ).

The important thing to keep in mind is that watching a video can be a passive experience, much as reading can be. To make the most of our educational videos, we need to help students do the processing and self-evaluation that will lead to the learning we want to see.

Video may provide a significant means to improve student learning and enhance student engagement in biology courses ( Allen and Smith, 2012 ; Kay, 2012 ; Lloyd and Robertson, 2012 ; Rackaway, 2012 ; Hsin and Cigas, 2013 ; Stockwell et al ., 2015 ). To maximize the benefit from educational videos, however, it is important to keep in mind the three key components of cognitive load, elements that impact engagement, and elements that promote active learning. Luckily, consideration of these elements converges on a few recommendations:

Keep videos brief and targeted on learning goals.
Use audio and visual elements to convey appropriate parts of an explanation; consider how to make these elements complementary rather than redundant.
Use signaling to highlight important ideas or concepts.
Use a conversational, enthusiastic style to enhance engagement.
Embed videos in a context of active learning by using guiding questions, interactive elements, or associated homework assignments.

Acknowledgments

This content was largely presented first on the Vanderbilt Center for Teaching website at https://cft.vanderbilt.edu/guides-sub-pages/effective-educational-videos/ .

Allen WA, Smith AR. Effects of video podcasting on psychomotor and cognitive performance, attitudes and study behavior of student physical therapists. Innov Educ Teach Int. 2012; 49 :401–414. [ Google Scholar ]
Bjork RA, Dunlosky J, Kornell N. Self-regulating learning: beliefs, techniques, and illusions. Annu Rev Psychol. 2013; 64 :417–444. [ PubMed ] [ Google Scholar ]
Brame CJ, Biel R. Test-enhanced learning: the potential for testing to promote greater learning in undergraduate science courses. CBE Life Sci Educ. 2015; 14 :es4. [ PMC free article ] [ PubMed ] [ Google Scholar ]
Caudel D, Grundstrom E, Stewart S. AstroNavigation. 2015. my.vanderbilt.edu/astronav/overview/coordinates (accessed 16 May 2016)
Choi HJ, Johnson SD. The effect of context-based video instruction on learning and motivation in online courses. Am J Dist Educ. 2005; 19 :215–227. [ Google Scholar ]
Dash S, Kamath U, Rao G, Prakash J, Mishra S. Audio-visual aid in teaching “fatty liver.” Biochem Mol Biol Educ. 2016; 44 :241–245. [ PubMed ] [ Google Scholar ]
deJong T. Cognitive load theory, educational research, and instructional design: some food for thought. Instr Sci. 2010; 38 :105–134. [ Google Scholar ]
deKoning B, Tabbers H, Rikers R, Paas F. Towards a framework for attention cueing in instructional animations: guidelines for research and design. Educ Psychol Rev. 2009; 21 :113–140. [ Google Scholar ]
Freeman S, Eddy SL, McDonough M, Smith MK, Okoroafor N, Jordt H, Wenderoth MP. Active learning increases student performance in science, engineering, and mathematics. Proc Natl Acad Sci USA. 2014; 111 :8410–8415. [ PMC free article ] [ PubMed ] [ Google Scholar ]
Guo PJ, Kim J, Robin R. L@S’14 Proceedings of the First ACM Conference on Learning at Scale. New York: ACM; 2014. How video production affects student engagement: an empirical study of MOOC videos; pp. 41–50. [ Google Scholar ]
Haak DC, HilleRisLambers J, Pitre E, Freeman S. Increased structure and active learning reduce the achievement gap in introductory biology. Science. 2011; 332 :1213–1216. [ PubMed ] [ Google Scholar ]
Hsin WJ, Cigas J. Short videos improve student learning in online education. J Comput Sci Coll. 2013; 28 :253–259. [ Google Scholar ]
iBiology. iBioEducation: iBiology Courses. 2016. www.ibiology.org/ibioeducation.html (accessed 16 May 2016) [ Google Scholar ]
Ibrahim M, Antonenko PD, Greenwood CM, Wheeler D. Effects of segmenting, signaling, and weeding on learning from educational video. Learn Media Technol. 2012; 37 :220–235. [ Google Scholar ]
Kay RH. Exploring the use of video podcasts in education: a comprehensive review of the literature. Comput Human Behav. 2012; 28 :820–831. [ Google Scholar ]
Keithly M, Sebastian T, Woelfle M, Friedman K. Blending it up: active learning in a STEM classroom through the use of online materials, BOLD Fellows Project Gallery. 2015. https://vanderbilt.edu/bold/docs/bsci-2210-principles-of-genetics (accessed 15 October 2016)
Knight JK, Wood WB. Teaching more by lecturing less. Cell Biol Educ. 2005; 4 :298–310. [ PMC free article ] [ PubMed ] [ Google Scholar ]
Kreiner DS. Guided notes and interactive methods for teaching with videotapes. Teach Psychol. 1997; 24 :183–185. [ Google Scholar ]
Lawson TJ, Bodle JH, Houlette MA, Haubner RR. Guiding questions enhance student learning from educational videos. Teach Psychol. 2006; 33 :31–33. [ Google Scholar ]
Lloyd SA, Robertson CL. Screencast tutorials enhance student learning of statistics. Teach Psychol. 2012; 39 :67–71. [ Google Scholar ]
MacHardy Z, Pardos ZA. Evaluating the relevance of educational videos using BKT and big data. In: Santos OC, Boticario JG, Romero C, Pechenizkiy M, Merceron A, Mitros P, Luna JM, Mihaescu C, Moreno P, Hershkovitz A, Ventura S, Desmarais M, editors. Proceedings of the 8th International Conference on Educational Data Mining, Madrid, Spain. 2015. http://educationaldatamining.org/EDM2015/index.php?page=proceedings (accessed 15 October 2016) [ Google Scholar ]
Mayer RE. Multimedia Learning. New York: Cambridge University Press; 2001. [ Google Scholar ]
Mayer RE. Applying the science of learning: evidence-based principles for the design of multimedia instruction. Cogn Instr. 2008; 19 :177–213. [ PubMed ] [ Google Scholar ]
Mayer RE, Johnson CI. Revising the redundancy principle in multimedia learning. Br J Educ Psychol. 2008; 100 :380–386. [ Google Scholar ]
Mayer RE, Moreno R. Nine ways to reduce cognitive load in multimedia learning. Educ Psychol. 2003; 38 :43–52. [ Google Scholar ]
Means B, Toyama Y, Murphy R, Bakia M, Jones K. Evaluation of Evidence-Based Practices in Online Learning: Meta-Analysis and Review of Online Learning Studies. Washington, DC: US Department of Education; 2010. [ Google Scholar ]
Obodo U, Baskauf S. BSCI 111b: Introduction to Biological Sciences Laboratory, BOLD Fellows Project Gallery. 2015. https://vanderbilt.edu/bold/docs/bsci-111b-introduction-to-biological-sciences-laboratory (accessed 16 May 2016)
Rackaway C. Video killed the textbook star? Use of multimedia supplements to enhance student learning. J Pol Sci Educ. 2012; 8 :189–200. [ Google Scholar ]
Risko EF, Anderson N, Sarwal A, Engelhardt M, Kingstone A. Everyday attention: variation in mind wandering and memory in a lecture. Appl Cognitive Psych. 2012; 26 :234–242. [ Google Scholar ]
Roediger HL, Karpicke JD. The power of testing memory: basic research and implications for educational practice. Perspect Psychol Sci. 2006; 1 :181–210. [ PubMed ] [ Google Scholar ]
Round JE, Campbell AM. Figure facts: encouraging undergraduates to take a data-centered approach to reading primary literature. CBE Life Sci Educ. 2013; 12 :39–46. [ PMC free article ] [ PubMed ] [ Google Scholar ]
Salomon G. Hillsdale, NJ: 1994. Interaction of media, cognition, and learning. [ Google Scholar ]
Schacter DL, Szpunar KK. Enhancing attention and memory during video-recorded lectures. Sch Teach Learn Psychol. 2015; 1 :60–71. [ Google Scholar ]
Schmid RF, Bernard RM, Borokhovski E, Tamim RM, Abrami PC, Surkes MA, Wade CA, Woods J. The effects of technology use in postsecondary education: a meta-analysis of classroom applications. Comput Educ. 2014; 72 :271–291. [ Google Scholar ]
Senchina DS. Video laboratories for the teaching and learning of professional ethics in exercise physiology curricula. Adv Physiol Educ. 2011; 35 :264–269. [ PubMed ] [ Google Scholar ]
Stockwell BR, Stockwell MS, Cennamo M, Jiang E. Blended learning improves science education. Cell. 2015; 162 :933–936. [ PubMed ] [ Google Scholar ]
Sweller J. Cognitive load during problem solving: effects on learning. Cogn Sci. 1988; 12 :257–285. [ Google Scholar ]
Sweller J. Cognitive technology: some procedures for facilitating learning and problem-solving in mathematics and science. Br J Educ Psychol. 1989; 81 :457–466. [ Google Scholar ]
Sweller J. Cognitive load theory, learning difficulty, and instructional design. Learn Instr. 1994; 4 :295–312. [ Google Scholar ]
Szpunar KK, Jing HG, Schacter DL. Overcoming overconfidence in learning from video-recorded lectures: implications of interpolated testing for online education. J Appl Res Mem Cogn. 2014; 3 :161–164. [ Google Scholar ]
Szpunar KK, Khan NY, Schacter DL. Interpolated memory tests reduce mind wandering and improve learning of online lectures. Proc Natl Acad Sci USA. 2013; 110 :6313–6317. [ PMC free article ] [ PubMed ] [ Google Scholar ]
Tanner KD. Promoting student metacognition. CBE Life Sci Educ. 2012; 11 :113–120. [ PMC free article ] [ PubMed ] [ Google Scholar ]
Thomson A, Bridgstock R, Willems C. “Teachers flipping out” beyond the online lecture: maximising the educational potential of video. J Learn Des. 2014; 7 :67–78. [ Google Scholar ]
Vural OF. The impact of a question-embedded video-based learning tool on e-learning. Educ Sci Theory Pract. 2013; 13 :1315–1323. [ Google Scholar ]
Zhang D, Zhou L, Briggs RO, Nunamaker JF., Jr Instructional video in e-learning: assessing the impact of interactive video on learning effectiveness. Inf Manage. 2006; 43 :15–27. [ Google Scholar ]
Zubair F, Laibinis P. Interactive videos to enhance student understanding of thermodynamic efficiency. 2015. Presentation at the American Institute of Chemical Engineers, held 11 November 2015 in Salt Lake City, UT.

How Important Is Technology in Education? Benefits, Challenges, and Impact on Students

A group of students use their electronics while sitting at their desks.

Many of today’s high-demand jobs were created in the last decade, according to the International Society for Technology in Education (ISTE). As advances in technology drive globalization and digital transformation, teachers can help students acquire the necessary skills to succeed in the careers of the future.

How important is technology in education? The COVID-19 pandemic is quickly demonstrating why online education should be a vital part of teaching and learning. By integrating technology into existing curricula, as opposed to using it solely as a crisis-management tool, teachers can harness online learning as a powerful educational tool.

The effective use of digital learning tools in classrooms can increase student engagement, help teachers improve their lesson plans, and facilitate personalized learning. It also helps students build essential 21st-century skills.

Virtual classrooms, video, augmented reality (AR), robots, and other technology tools can not only make class more lively, they can also create more inclusive learning environments that foster collaboration and inquisitiveness and enable teachers to collect data on student performance.

Still, it’s important to note that technology is a tool used in education and not an end in itself. The promise of educational technology lies in what educators do with it and how it is used to best support their students’ needs.

Educational Technology Challenges

BuiltIn reports that 92 percent of teachers understand the impact of technology in education. According to Project Tomorrow, 59 percent of middle school students say digital educational tools have helped them with their grades and test scores. These tools have become so popular that the educational technology market is projected to expand to $342 billion by 2025, according to the World Economic Forum.

However, educational technology has its challenges, particularly when it comes to implementation and use. For example, despite growing interest in the use of AR, artificial intelligence, and other emerging technology, less than 10 percent of schools report having these tools in their classrooms, according to Project Tomorrow. Additional concerns include excessive screen time, the effectiveness of teachers using the technology, and worries about technology equity.

Prominently rising from the COVID-19 crisis is the issue of content. Educators need to be able to develop and weigh in on online educational content, especially to encourage students to consider a topic from different perspectives. The urgent actions taken during this crisis did not provide sufficient time for this. Access is an added concern — for example, not every school district has resources to provide students with a laptop, and internet connectivity can be unreliable in homes.

Additionally, while some students thrive in online education settings, others lag for various factors, including support resources. For example, a student who already struggled in face-to-face environments may struggle even more in the current situation. These students may have relied on resources that they no longer have in their homes.

Still, most students typically demonstrate confidence in using online education when they have the resources, as studies have suggested. However, online education may pose challenges for teachers, especially in places where it has not been the norm.

Despite the challenges and concerns, it’s important to note the benefits of technology in education, including increased collaboration and communication, improved quality of education, and engaging lessons that help spark imagination and a search for knowledge in students.

The Benefits of Technology in Education

Teachers want to improve student performance, and technology can help them accomplish this aim. To mitigate the challenges, administrators should help teachers gain the competencies needed to enhance learning for students through technology. Additionally, technology in the classroom should make teachers’ jobs easier without adding extra time to their day.

Technology provides students with easy-to-access information, accelerated learning, and fun opportunities to practice what they learn. It enables students to explore new subjects and deepen their understanding of difficult concepts, particularly in STEM. Through the use of technology inside and outside the classroom, students can gain 21st-century technical skills necessary for future occupations.

Still, children learn more effectively with direction. The World Economic Forum reports that while technology can help young students learn and acquire knowledge through play, for example, evidence suggests that learning is more effective through guidance from an adult, such as a teacher.

Leaders and administrators should take stock of where their faculty are in terms of their understanding of online spaces. From lessons learned during this disruptive time, they can implement solutions now for the future. For example, administrators could give teachers a week or two to think carefully about how to teach courses not previously online. In addition to an exploration of solutions, flexibility during these trying times is of paramount importance.

Below are examples of how important technology is in education and the benefits it offers to students and teachers.

Increased Collaboration and Communication

Educational technology can foster collaboration. Not only can teachers engage with students during lessons, but students can also communicate with each other. Through online lessons and learning games, students get to work together to solve problems. In collaborative activities, students can share their thoughts and ideas and support each other. At the same time, technology enables one-on-one interaction with teachers. Students can ask classroom-related questions and seek additional help on difficult-to-understand subject matter. At home, students can upload their homework, and teachers can access and view completed assignments using their laptops.

Personalized Learning Opportunities

Technology allows 24/7 access to educational resources. Classes can take place entirely online via the use of a laptop or mobile device. Hybrid versions of learning combine the use of technology from anywhere with regular in-person classroom sessions. In both scenarios, the use of technology to tailor learning plans for each student is possible. Teachers can create lessons based on student interests and strengths. An added benefit is that students can learn at their own pace. When they need to review class material to get a better understanding of essential concepts, students can review videos in the lesson plan. The data generated through these online activities enable teachers to see which students struggled with certain subjects and offer additional assistance and support.

Curiosity Driven by Engaging Content

Through engaging and educational content, teachers can spark inquisitiveness in children and boost their curiosity, which research says has ties to academic success. Curiosity helps students get a better understanding of math and reading concepts. Creating engaging content can involve the use of AR, videos, or podcasts. For example, when submitting assignments, students can include videos or interact with students from across the globe.

Improved Teacher Productivity and Efficiency

Teachers can leverage technology to achieve new levels of productivity, implement useful digital tools to expand learning opportunities for students, and increase student support and engagement. It also enables teachers to improve their instruction methods and personalize learning. Schools can benefit from technology by reducing the costs of physical instructional materials, enhancing educational program efficiency, and making the best use of teacher time.

Become a Leader in Enriching Classrooms through Technology

Educators unfamiliar with some of the technology used in education may not have been exposed to the tools as they prepared for their careers or as part of their professional development. Teachers looking to make the transition and acquire the skills to incorporate technology in education can take advantage of learning opportunities to advance their competencies. For individuals looking to help transform the education system through technology, American University’s School of Education online offers a Master of Arts in Teaching and a Master of Arts in Education Policy and Leadership to prepare educators with essential tools to become leaders. Courses such as Education Program and Policy Implementation and Teaching Science in Elementary School equip graduate students with critical competencies to incorporate technology into educational settings effectively.

Learn more about American University’s School of Education online and its master’s degree programs.

Virtual Reality in Education: Benefits, Tools, and Resources

Data-Driven Decision Making in Education: 11 Tips for Teachers & Administration

Helping Girls Succeed in STEM

BuiltIn, “Edtech 101”

EdTech, “Teaching Teachers to Put Tech Tools to Work”

International Society for Technology in Education, “Preparing Students for Jobs That Don’t Exist”

The Journal, “How Teachers Use Technology to Enrich Learning Experiences”

Pediatric Research, “Early Childhood Curiosity and Kindergarten Reading and Math Academic Achievement”

Project Tomorrow, “Digital Learning: Peril or Promise for Our K-12 Students”

World Economic Forum, “The Future of Jobs Report 2018”

World Economic Forum, “Learning through Play: How Schools Can Educate Students through Technology”

Request Information

Select Country

Please enable JavaScript This site will not function correctly without JavaScript enabled.

Use of Technology in Education: A Complete Guide

June 27th 2023
13 minute read

Technology in education is changing at a faster pace than ever before. The classroom doesn’t look like it did five years ago, let alone 30 years ago! With good reason too. Technology in education has a number of benefits for both teachers and students.

Want to stay in the know? Read on to discover everything you need to know about the use of technology in education...

Table of contents

A brief history of technology in education

How important is the use of technology in education, what are the benefits of using technology in education , potential challenges of digital learning, how to optimise the use of technology in education .

Firstly, let’s explore how the use of technology in education has changed over time. There’s a vast array of equipment that can be classed as technology in education. From the overhead projectors and photocopiers, which made it easier to display and distribute learning materials, to mobile devices, which allow for new methods of instruction altogether.

However, it wasn’t until the 1980s that digital technology made its mark on education. This was the decade when computers went from an experimental technology to a mass-market consumer product. That shift was reflected in schools, many of which invested in a single computer for basic learning applications. The Education Reform Act in 1988 made some form of information and communication technology (ICT) compulsory for all pupils in state schools from 5 to 16.

In the 1990s, the advent of the World Wide Web gave a glimpse into what computers were capable of. Publicly available from 1993, it facilitated the use of search engines and email on a regular basis. By the end of the 1990s, most primary and secondary (K-12) schools had a computer lab equipped with enough machines for a full class to use.

This growth continued in the new millennium. In 2000, for example, the UK National Curriculum was updated with the recommendation that Information Communications Technology (ICT) should be embedded across the board. By 2009, 97% of US classrooms had at least one computer and 93% had internet access.

From the turn of the millennium, digital technology has been growing in prevalence within education – and it’s not just about computers. The early 2000s saw interactive whiteboards introduced. We’ve since seen a wide range of technology make its way into education – from portable and handheld devices in the 2010s to increasingly sophisticated software for learners and educators.

Millions of students in schools around the world use technology every day. From captivating imaginations to saving teachers’ time, modern technology is now part of the furniture in education – and it’s here to stay.

Looking back at the progress of technology in education, you can see that it’s only going in one direction. Up to and including the 1980s, there was no such thing as digital technology in education. In the 1990s and 2000s, IT was a single subject on the curriculum. Fast-forward through the 2010s, and it’s integral to practically everything schools teach.

As technology becomes more important to modern life, it will naturally become more important in education too. Put simply, it can’t be ignored. Educators that try to do so may miss out on the benefits we outline below.

Technology can benefit education in many ways. From helping students learn in new and exciting ways, developing communication and teamworking skills or improving accessibility, teachers can use technology to adapt learning to each student’s needs. @Rocco_Avantis - Educational Specialist, Avantis Education

We’ve covered how important the use of technology in education is. But what are the actual benefits of using edtech in the classroom? Here are some of the advantages of educational technology for students and schools…

It creates engaging learning environments

Technology has a positive impact on student engagement, according to research . It can help educators create exciting, engaging and memorable lessons. Needless to say, higher engagement makes pupils more motivated and makes lessons more enjoyable for both students and teachers.Whether they’re using virtual reality headsets like ClassVR to explore the impossible, tablets to study the night sky, or coding platforms like CoSpaces to create virtual worlds – the use of technology in education can truly grab students’ attention! While traditional teaching methods are typically effective at engaging some students in a classroom, integrating edtech into their pedagogy can help educators engage every student in the class.

Technology in education prepares students for the future

Additionally, digital learning helps students improve those invaluable digital skills which are fundamental in modern life. While today’s learners are naturally proficient with technology like smart phones and computers, using them in an education setting throughout K-12 will familiarise them with more practical applications.As we’ve already covered, technology is a huge part of our lives, and it isn’t going anywhere. This means it’s key that children learn how to use technology while growing up , so they’re equipped throughout the rest of their lives! Students can learn some extremely important skills by using technology in education. With the rapid rate of technology innovation, simply being to adapt to new technologies is an invaluable skill in itself.

Improves interaction and communication

Technology can also improve communication and collaboration at schools. That could be collaboration amongst students or communication between students and teachers through an accessible or even anonymous platform.

Students can work together, create shared projects and engage with their peers through technology. What’s better, it doesn’t matter if they’re in the classroom together or working from home, which brings us onto…

Remote access

Gone are the days of groups of students crowding around an A4 worksheet, now students can communicate and interact with their peers from anywhere in the world !

Accessing learning materials remotely has multiple benefits for schools, teachers and pupils. Firstly, students don’t have to miss out on work if bad weather, illness or other circumstances prevent them from getting to school in person. Additionally, it’s easier to set homework with the benefits listed above – engaging, collaborative and tailored – which can be accessed remotely.

Fosters creativity and problem-solving skills

Classroom technology can help students set their imaginations free! When aligned with a teacher’s pedagogy, it offers endless opportunities to get creative while also practising problem-solving. Students can build anything, explore anywhere and so much more! For example, a study by Gallup showed that 85% of teachers who focus on creative learning and use technology in transformative ways see their students more engaged in independent problem-solving.

Saves teachers' time

If you ask a teacher what their most precious resource is, we'd wager that the majority would say time. There’s always so much that needs doing, and so little time to do it! But using technology in the classroom can give teachers some precious time back. It can be as simple as saving documents and lesson plans in Google Drive , taking attendance with nothing but a few clicks, or reporting on results. Technology can help educators focus their time on what matters, the teaching!

How is technology used in education?

There are thousands (potentially even millions!) of technologies that educators can integrate into schools and smart classrooms . All of these tools have the potential to transform learning when correctly aligned to the pedagogy of the teacher. Here are some examples of the technology used in education:

Interactive whiteboards

Also known as a smart board, these large interactive displays have a variety of applications. They can be used as a simple touchscreen display where teachers can annotate, for example, or connected multiple devices to create interactive quizzes, polls and tasks.

VR & AR

One of the most exciting applications of technology in education is that of virtual reality (VR) . Using VR headsets, teachers can immerse pupils in a range of virtual environments , such as historical re-enactments and science explorations. Rather than being given static information, pupils become part of the content they’re learning about.

Augmented reality (AR) is a similar concept, which makes education more engaging and immersive. While VR refers to a completely virtual environment created by technology, AR puts virtual elements into the real world.

Both augmented and virtual reality in education open a whole new world of opportunities for teachers and pupils. That applies to all age groups and ability levels. From as young as 4 years, VR can be used to transport children to the settings of books to make reading more immersive and spark their imaginations even more. At a later stage, the tools are still invaluable to engage students in important topics from the curriculum such as the Battle of Britain, and, in turn, spark more meaningful discussions.Virtual reality is also hugely effective tool for students with special educational needs. Used as a form of assistive technology, it has been found to engage children who struggle with intrinsic motivation , for example, as well as building up confidence ahead of new experiences with personalized 360 videos .

The metaverse

Since 2021, the metaverse has gone from one of Mark Zuckerberg’s eccentric ideas to a potentially useful concept for business and education. Strictly speaking, it’s based on VR, discussed above. However, the Metaverse goes beyond this by creating a virtual environment, in which all students can participate. The metaverse can provide a shared learning environment for students in class and those at home.

Mobile devices, tablets and laptops

Internet-enabled devices such as laptops and tablets are a great way for students to work in the classroom. They can be used to support independent research and fact-checking or create more engaging classroom activities like quizzes. Tablets can also encourage student feedback to help teachers provide the support they need.

Devices are at the very core of technology in education. To provide a level playing field for all students, schools must, where possible, provide reliable devices that have all the functionality required for the lessons being delivered.

Learning management systems

An LMS is a digital platform that stores educational materials. They became particularly important for teachers during the pandemic, allowing them to distribute materials to students remotely. However, they also provide a place where educators can manage the curriculum and course content more effectively.

Projectors & TV screens

While projectors have been around for some time, they’re continually advancing in terms of quality and functionality. As well as displaying multimedia content to engage classes, they can be used to facilitate collaboration and group projects. Similarly, TV screens facilitate multimedia content within the classroom, including video, music and text.

Microphones & speakers

Audio equipment is vital for larger teaching environments, such as sports halls and assembly theatres. It maintains student engagement and are particularly helpful for students with hearing impairments or those with English as a second language. Needless to say, microphones and speakers are also essentials for any music department!

3D printers

Primarily, 3D printing can be used to create models that allow a more hands-on approach to learning. That could be organs in biology as part of a STEM lab , maps in geography, or even 3D shapes for mathematics.

3D design tools

From art and architecture to design and engineering, 3D design has a vast array of applications in the modern world. As such, it’s a great thing for people to become familiar with from a young age, given that it’s relevant to so many career paths.

HD and 360-degree cameras

Cameras are a great tool for creative subjects in schools, but they can also be used as a way to improve teaching and learning. By recording lessons, schools can obtain valuable resources for staff training – not to mention providing a better experience for remote learners.

AI & robotics

Artificial intelligence has a variety of educational applications. It can save teachers time with marking, for example, especially in objective subjects like Maths. On the other hand, AI-based applications are becoming increasingly effective for language subjects.

Yes – really. Esports is a growing industry which offers real opportunities to students as they progress through education. Firstly, there are several parallels between education and esports, such as teamwork, communication and problem solving. By acknowledging these and understanding why children play games, schools can help students develop key skills that will benefit other areas of their education.

Remote learning

Technology was a lifeline for education during Covid-19 lockdowns, when it facilitated remote learning for students of all ages. Going forward, it can still play an important role. That could be for those who can’t make it to the classroom for whatever reason or just all pupils benefitting from more engaging homework assignments through purpose-built apps.

Blended learning

Blended learning is a practice that combines technologies like those above, with a face-to-face environment where teachers and students are physically present. Conventional classroom methods are also integrated, creating a ‘best of both worlds’ approach.

Image of all the technologies used in the classroom.

As with any new development, education technology (or ‘edtech’) isn’t without its challenges. Here are some of the potential hurdles which teachers and educational organisations need to overcome.

Disengagement

While engagement is seen as a common advantage of edtech, it can also have the opposite effect without the right planning and implementation. Howard, Ma & Yang found that teachers need to attend to students’ different capabilities with technology to avoid disengagement as a result of a lack of experience or confidence.

Teacher training

It’s not just students who can struggle with edtech. Teachers may also find it difficult to use certain technology or adapt their teaching methods to get the most out of it. In this case, professional development is a must, especially for experienced teachers who didn’t cover such technology in their initial teacher training.

Finally, there’s the issue of access. Not everyone has access to the same resources for digital learning. That applies to schools, who might not have the adequate funding for the technology they need. But it can also extend to students, who don’t have devices or reliable internet at home. For the latter, schools should try however they can to support students and provide the resources they need for e-learning if it’s a key part of the curriculum. In the UK, these two issues actually go hand in hand, with pupil premium funding provided for disadvantaged pupils. This funding can be used for things like VR technology to provide teaching aid and targeted academic support.

“The use of technology in education is vastly important. Technology provides educators with opportunities to enhance teaching and learning, but the way it’s actually used in the classroom is the most important factor. The teacher's pedagogy is always key.” @Rocco_Avantis - Educational Specialist, Avantis Education

It’s not just the technology that’s important. The way educators use technology is just as crucial. You can have all the edtech you could possibly imagine in a classroom, but the educator leading the class is the most vital component. Pedagogy doesn’t come from the technology , it comes from the teacher.

To put it simply, every school and class is different. This means there’s not one hard and fast rule to maximising the use of technology in education. Instead, educators need to align their pedagogy and technology to the needs of the school, staff and students, whether it’s K-12, special educational needs or adult learning.For example, the use of technology in a charter school or rural, affluent area will be completely different to an inner-city secondary school based in a less affluent area. Similarly, the use of technology for high attaining students will be completely different to students with additional educational needs. It’s down to educators to look at their specific context, then decide what technology to use and how to use it to benefit the students in learning.

Request your FREE ClassVR Demo Today!

Interested in introducing virtual reality to your school?

Experience the world’s most awarded VR & AR solution for schools, ClassVR, by booking a no obligation demo today and learn how you can enhance your lessons with this exciting technology!

Related Categories

EdTech Insights

Technology in Education
Virtual Reality Technology

What would you like to see next in our ClassVR content and resources repository?

We love to hear feedback from schools all over the world, so if you have any suggestions of resources you would like to use or lessons you want to teach, just drop our Educational Services team an email at: [email protected]

What is a digital classroom.

Classroom Technology

Celebrating Black History Month with Virtual Reality Learning

VR & AR in Smart Classrooms: Enhancing learning with immersive technology.

We are using cookies to give you the best possible experience on our website. You can see more detail about which cookies are being used or turn them off in settings.

Privacy Overview

This website uses a number of cookies so that we can provide you with the best user experience possible. Cookie information is stored in your browser and performs a number of functions, such as recognising you when you return to our website, and helping our team to understand which sections of the website you find most interesting and useful.

Please navigate through the sections on the right to learn more detail about the specific cookies that are in use on this website, where you can disable them if you wish. Please note that doing so, may cause certain features on the website to stop working correctly.

Strictly Necessary Cookies

Strictly Necessary Cookie should be enabled at all times so that we can save your preferences for cookie settings.

3rd Party Cookies

This website uses products including Google Analytics to collect anonymous information such as the number of visitors to the site, and the most popular pages.

Keeping this cookie enabled helps us to improve our website for our visitors.

Cookie Policy

Please see the following section within our Privacy Policy, for more information about our Cookie Policy

How technology is reinventing education

Stanford Graduate School of Education Dean Dan Schwartz and other education scholars weigh in on what's next for some of the technology trends taking center stage in the classroom.

Image credit: Claire Scully

Here, Schwartz and other Stanford education scholars weigh in on some of the technology trends taking center stage in the classroom this year.

AI in the classroom

Immersive environments

Gamification

Another trend expected to intensify this year is the gamification of learning activities, often featuring dynamic videos with interactive elements to engage and hold students’ attention.

Data-gathering and analysis

360° videos in education – A systematic literature review on application areas and future potentials

Open access
Published: 13 January 2023
Volume 29 , pages 1319–1355, ( 2024 )

Cite this article

You have full access to this open access article

Philipp Rosendahl ORCID: orcid.org/0000-0003-4467-7761 1 &
Ingo Wagner 1

4507 Accesses

7 Citations

1 Altmetric

Explore all metrics

As a teaching and learning medium, 360° videos offer new teaching-learning experiences. Through the possibility of immersion, individual 360° panoramic images, multi-perspective viewing options and interaction possibilities, they extend the advantages of conventional video technology. To understand the potential of using 360° video technology for educational processes, a systematic literature review analyzed previous scientific articles ( N = 44) about the interdisciplinary use of 360° videos according to PRISMA guidelines. In the systematic literature selection, particular emphasis was placed on the conceptual distinction between virtual reality and 360° videos. By the authors, 360° videos are understood as a specific video format that has characteristics of virtual reality but is to be distinguished from virtual reality by the necessary real recording situation without programmed virtual environments. The results show a use of 360° videos mainly for three teaching-learning purposes: presentation and observation of teaching–learning content, immersive and interactive theory–practice mediation, and external and self-reflection. Combined with the added value of conventional video technology and other immersive technology such as virtual reality, five added value categories for its use as a teaching–learning medium were identified: To increase learning motivation and interest, to learn in authentic and realistic learning scenarios, for immersive and interactive learning experiences, for multi-perspective observation opportunities and for individual learning. These consisted primarily of positive motivational effects for authentic or immersive learning experiences.

Students’ voices on generative AI: perceptions, benefits, and challenges in higher education

Cecilia Ka Yuk Chan & Wenjie Hu

What Do We Mean by Blended Learning?

Stefan Hrastinski

Immersive virtual reality as a pedagogical tool in education: a systematic literature review of quantitative learning outcomes and experimental design

D. Hamilton, J. McKechnie, … C. Wilson

Avoid common mistakes on your manuscript.

1 Introduction

New teaching and learning experiences become possible with 360° videos. While the use of videos in teacher education is already well-established, the further development of video technology allows immersive and interactive applications in education which have a positive impact on motivation in learning processes (Kavanagh et al., 2017 ). In the past, financial costs and time-consuming systems limited the implementation of high-quality virtual reality and augmented reality applications in education. These barriers can be overcome nowadays due to increasingly cost-effective technology providers (Jensen & Konradsen, 2018 ) and new video technologies (Kavanagh et al., 2017 ). In particular, 360° videos provide a low-cost opportunity for video-based teaching (Kavanagh et al., 2016 ; Roche et al., 2021 ), which extends the advantages of traditional videos via immersion and multi-perspective reflection. Immersive experiences can now be sustainably implemented in the classroom using 360° videos in combination with desktop PCs, smartphones or even smartphones with low-cost head-mounted-displays such as cardboard.

The confusion and lack of differentiation between the terms 360° videos and virtual reality is addressed by Snelson and Hsu ( 2020 ) in their scoping review. Similarly, Roche et al. ( 2021 ) argue for a clear conceptual separation, e.g., due to the design process of both applications. They used a SWOT analysis to identify the strengths of 360° videos in teacher education. Ranieri et al. ( 2022 ) conducted a scoping review to investigate the uses and potentials of clearly defined 360° videos in education. In their search term, they exclusively used different spellings of the term 360° video. Therefore, it cannot be ruled out that due to the lack of a conceptual distinction between 360° videos and virtual reality in the literature, thematically relevant contributions were not recorded by the authors. In addition, no reference to conventional video technology could be established. However, we see the link to traditional video technology as necessary, as we understand 360° videos as a specific video format and agree with the argumentation of Roche et al. ( 2021 ).

Different video techniques and their use in teaching, for example for explanation or viewing classroom videos in teacher education (Gaudin & Chaliès, 2015 ) have been analyzed until now. We recognize a systematic linking of the educational potentials of conventional video technology with those of 360° videos as well as a sharp differentiation of 360° videos from virtual reality as an important addition to existing reviews (e.g., Pirker & Dengel, 2021 ; Ranieri et al., 2022 ; Dhimolea et al., 2022 ). To avoid future misunderstandings between 360° videos and virtual reality and to clarify the potentials of 360° video technology, we conducted a systematic review of 360° videos in education, building on the scoping reviews by Snelson and Hsu ( 2020 ) and Ranieri et al. ( 2022 ), as well as the systematic reviews by Kavanagh et al. ( 2017 ) and Pirker and Dengel ( 2021 ).

2 Definition of terms

The 360° video technology enables the video recording of the real environment with special video cameras (Ranieri et al., 2022 ). As with conventional video technology, a video image of the real environment is created. The decisive common criterion is the video recording. A 360° video camera records the environment around it both statically at a fixed point and from a dynamically moving camera position. With 360° videos the user can freely choose his viewing angle in a 360° angle around the camera (Roche et al., 2021 ). These individually controllable options are called degrees of freedom (DoF). Three-hundred-and-sixty-degree-videos predominantly allow three DoF of rotation on the X, Y and Z axes around the fixed camera point (Griffin, Langlotz & Zollmann, 2021 ). Thus, the viewing perspective can be freely selected up or down, left or right, or in tilt. By freely choosing the viewing direction, viewers interact with the medium, but the recorded action cannot be manipulated when compared to programmed virtual reality (VR) scenarios (Roche et al., 2021 ). However, 360° videos can also be viewed via different playback media with different degrees of immersion, thus picking up on an important characteristic of virtual reality: immersion.

Immersion is the feeling of reality in a non-physical world (Ranieri et al., 2022 ). Different immersive technologies and their definitions complement each other and cannot be completely distinguished (Kaplan-Rakowski & Gruber, 2019 ). For example, Pirker and Dengel ( 2021 ) distinguish in their systematic literature review between 360° VR-videos and real VR. Pellas et al. ( 2021 ) were able to include articles about 360° videos in their systematic review, although they only used the terms "immersive technology" or term variations of VR in their search term.

The definition of VR is not undisputed (Jensen & Konradsen, 2018 ; Kaplan-Rakowski & Gruber, 2019 ). Kavanagh et al. ( 2017 ) state a minimum consensus definition of VR is a digital representation of a three- dimensional object and/or environment. Unlike 360° videos, programmed VR applications enable action control in a virtual world. The digital environments and actions are programmed, unlike 360° videos, while 360° videos record real environments and actions. In VR, other control options are offered in addition to action control. Thus, translational movements forward or backward, to the side or up and down are possible (Griffin et al., 2021 ). Accordingly, six DoF are characteristic for VR applications. The necessary requirements for the creation process of VR applications is thus higher than for 360° videos (Kavanagh et al., 2017 ).

360° videos and VR can be systematized according to the kinds of media used and their degree of immersion (Kaplan-Rakowski & Gruber, 2019 , Kucher Dhimolea et al., 2022 ). Low-immersive VR is defined as applications controlled with keyboard or mouse on the desktop, while high-immersive VR is defined as applications controlled with a head-mounted display (HMD), among others.

In general, 360° videos can be viewed or controlled in a low immersive manner on the desktop or in a highly immersive way with head-mounted-displays (HMD) and are also categorized under the term VR (Kucher Dhimolea et al., 2022 ; Pellas et al., 2020 , 2021 ; Rupp et al., 2016 , 2019 ). On one hand, 360° videos are associated with the medium of video in general due to the recording and sequencing of moving images. On the other hand, it is associated with VR because of its immersive possibilities. We agree with the necessary terminological separation of both technologies proposed by Roche et al. ( 2021 ) and define 360° video as a specific video format that combines features of VR with conventional video technology.

3 State of research

In general, digital media present new ways of teaching and learning. Traditional videos already offer extensive possibilities for visualization and reflection in education. Immersive technology offers the opportunity for more authentic learning processes. Due to the classification of 360° videos as a specific video format, conventional videos as a teaching-learning medium will be first analyzed and potentials identified (3.1) followed by an overview of research on immersive technologies such as VR (3.2). For a condensed presentation, primarily reviews were considered. Since 360° videos are considered to be video technology but also exhibit properties of immersive technologies, the potentials that need to be examined in this review are finally derived (3.3).

3.1 Traditional videos in education

Yousef et al. ( 2014 ) were able to identify video benefits in process learning in their systematic literature review of video-based learning ( n = 76); in particular to present and visualize content in an attractive and realistic way. However, they were also able to determine no difference in learning success between teaching with videos as compared to other methods. In contrast, Gaudin and Chaliès ( 2015 ) identified high motivational potential and authentic presentation possibilities through videos and the advantages they provide in enhancing the perception of teaching situations with reflexive learning processes. Based on their analysis of 255 articles, in a systematic literature review on the use of video in teacher education, videos have advantages in problem-oriented presentations, provide multi-perspectivity to illustrate theoretical and practical content in contrast to text. Noetel et al. ( 2021 ) confirmed the potential video has for a more authentic and realistic way of learning. They analyzed the effects of video on learning in higher education with a systematic literature review ( n = 105). As a result, they found strong benefits in the learning process were exhibited through a combination of video learning and traditional learning methods.

3.2 Immersive technology in education

Immersive technology such as VR applications are already used as a teaching–learning medium in higher education contexts, depending on the discipline (Kavanagh et al., 2017 ). In a systematic literature review, Kavanagh et al. examined 379 papers for their use of VR applications in higher education and their influence on learning motivation. They conclude that VR applications positively influence motivation in the learning process because of their immersive and interactive possibilities. In their systematic literature review ( n = 18), Radianti et al. ( 2020 ) also mention the high realistic display capabilities of immersive technologies. VR applications enable interactive and realistic learning experiences based on discovery learning or learning by doing in an authentic and realistic virtual environment (ibid). Pellas et al. ( 2020 ) reached similar conclusions in their scoping review ( n = 41). VR allows students to access realistic, high-quality educational resources with authentic simulations generated by computing devices. Due to the higher sense of authenticity in a realistic virtual environment combined with the interactivity they provide, students favor higher immersive virtual reality applications (Kaplan-Rakowski & Gruber, 2019 ). It is assumed the novelty effect cannot be ruled out, because VR applications offer a new way of learning (ibid.). In another systematic review on the use of highly immersive VR in language learning ( n = 32), Dhimolea et al. ( 2022 ) found positive effects on motivation and learning engagement as well as on the reduction of speaking anxiety through VR. However, the authors also mentioned the effect sizes were related to both students' experiential use of the technology and technology acceptance. Longer experiences with VR and especially higher levels of immersion have more positive effects on learning outcomes (ibid). Besides the motivational impact of learning process and realistic learning experiences, Jensen and Konradsen ( 2018 ) summarized in their review ( n = 21) that VR applications provide protected learning spaces for timeless learning experiences without spatial constraints.

However, the widespread implementation of VR applications as a learning medium is difficult because it requires knowledge in programming and computer science (Kavanagh et al., 2017 ). The increased resource requirements for VR applications as a learning medium are confirmed by the findings of Jensen and Konradsen ( 2018 ). High resource requirements combined with unclear positive impact on learning outcomes lead to low usage of it as a teaching–learning medium (ibid). Radianti et al. ( 2020 ) arrive at a similar conclusion. Due to the high technical component of highly immersive VR, mobile VR can be used as a cost-effective alternative for educational processes, as it also provides experiences which are independent of spatial and temporal constraints (Pellas et al., 2020 ). Similar to Kavanagh et al. ( 2017 ), Jensen and Konradsen ( 2018 ) suggest the resource-efficient use of 360° videos.

3.3 360° videos in education

Three potentials of 360° videos as a teaching–learning medium were identified in a scoping review by Snelson and Hsu ( 2020 ) ( n = 12). They are multi-perspective reflection, increased engagement and motivation. Mohd Adnan et al. ( 2020 ) also found a high positive evaluation of 360° videos and VR as a teaching–learning medium in their study ( n = 560) especially for students' learning enjoyment. Independent, repeatable practice time is also mentioned alongside the immersive and interactive possibilities of 360° videos and VR (ibid.). Although VR has great potential for education due to the immersion and interaction it allows, Kavanagh et al. ( 2016 ) stated that its implementation is difficult due to its high cost and large quantity of resources it requries. In their case study, they proposed 360° videos as a cost-effective alternative to VR technology. However, the effectiveness of 360° videos as a learning medium still needs to be investigated. Snelson and Hsu ( 2020 ) confirm the call for studies on the effectiveness of 360° videos. They note most studies are rather exploratory and make few statements about learning effects, which are seen to greatly differ especially in terms of effectiveness. In their systematic review ( n = 64), Pirker and Dengel ( 2021 ) examined the potential of both 360° videos and VR for educational processes. So far, the authors have found increased use in the medical field (28.1%), followed by history and social studies (12.5%). In general, 360° videos generate interest, especially in STEM subjects, enable discovery learning in different disciplines, and can be viewed with different output media, especially mobile devices (ibid.) The playback media have an influence on the perceived immersion content and thus on the perceived reality and authenticity. Ranieri et al. ( 2022 ) confirmed in their scoping review ( n = 29) the positive effects of 360° videos on motivation, attention, information intake, and knowledge transfer. In particular, 360° videos can be used to link theory with practice, illustrate learning content, and develop learning scenarios. However, no clear evidence of a positive effect of 360° videos could be found for pure theory transfer, e.g. in the form of lectures (ibid). In addition to the medical field ( n = 8), 360° videos are also used in teacher education ( n = 4) (ibid). For example, in an exploratory study, Cross et al. ( 2022 ) used 360° videos in teacher education to perceive classroom situations. In contrast to conventional videos, the complexity of the classroom can be presented from multiple perspectives in a 360° video. In their SWOT analysis on the use of 360° videos in teacher education, Roche et al. ( 2021 ) recognize a high potential for observational learning processes to improve teaching skills, explore teaching situation and reduce anxiety in classroom (ibid). Due to the low resource requirements of 360° videos, 360° videos can be used as a teaching-learning medium. However, despite a clear distinction from VR, the authors also note a that high level of immersion is also possible with HMD (ibid) and that further research is needed on immersive playback media in 360° video.

By using the VR term for 360° videos and systematically categorizing applications according to their immersive content, the potentials of VR and 360° videos are blended. However, it results in the need to specifically investigate the previous uses of 360° videos in order to analyze their potential. Only through comprehensive findings on their potentials can their effectiveness be verified. This systematic literature review is therefore intended to help. The findings of Snelson and Hsu ( 2020 ), Pirker and Dengel ( 2021 ), Roche et al. ( 2021 ), and Ranieri et al. ( 2022 ) are combined using a clear conceptual definition of 360° videos and VR and linked to the potential of traditional videos as a teaching-learning medium.

The aim of the review is to analyze areas of application of 360° videos in education and to present and discuss their potential for teaching and learning processes. Because of limited research about 360° videos as an educational medium, we focus on three broad research questions (RQ):

Which disciplines can be categorized using 360° videos as a teaching–learning medium?

What purposes can be categorized using 360° videos as a teaching–learning medium?

What potentials of 360° videos as a teaching–learning medium can be identified or derived from the categorized results?

A systematic literature review will be carried out to examine the areas of application, purposes and potential of using 360° videos as an educational medium. The approaches are based on the PRISMA statement and the recommended protocol (Moher et al., 2015 ) (Fig. 1 ).

PRISMA-Flowchart for identification and selection of research articles

4.1 Search strategy

The previous reviews of 360° videos in education, which show the state of research, are supplemented by the search with a clear distinction from VR in order to show the potential of 360° videos more clearly. In particular, 360° videos became popular with the technical possibility of 360° videos on social media platforms and video portals between 2015 and 2017 (Ranieri et al., 2022 ). Roche et al. ( 2021 ) noted that 360° videos in teacher education have become more prominent in research, especially from 2018. Therefore, the period of selection in the search is limited to publications from the last 5 years: 2017– May 2022.

In order to obtain many studies of 360° videos as an educational learning medium and ensure quality, only peer reviewed papers in the English language will be included using the Education Resources Information Center (ERIC) and the Academic Search Premier EBSCOhost.

4.2 Keywords

The first step to obtain an initial overview of 360° videos in education was to conduct an unsystematic preliminary search of 360° videos on Google Scholar based on a funnel model. An unclear classification of 360° videos into sub-concepts, categories and synonyms emerged, as presented in the previous chapter. Reviews of VR (Dhimolea et al., 2022 ; Pellas et al., 2020 ) also address 360° videos. However, we understand 360° videos as a specific video format which has characteristics of VR but is to be distinguished from it due to the creation process or the predominantly limited DoF. The focus of our research was therefore to include only articles which clearly address a use of 360° videos for educational processes. Because it could be expected that only a small selection of relevant contributions would contain the term "360° video" as a single keyword, "Virtual Reality," under which 360° videos can also be categorized due to their lack of a clear definition, was added as a keyword. In addition, other terms such as "spherical videos" were added, which were found during the unsystematic preliminary search. The literature search was extended to the setting of education or teaching and learning purposes in a Boolean search string:

4.3 Data extraction

Using ERIC and Academic Search Premier EBSCO databases between April 2021 and 15 June 2022, a total of 4485 articles were identified. After duplicates were removed, 4362 studies were reviewed for thematic relevance based on their titles and abstracts by two independent coders. By using the additional search term "Virtual Reality", a large number of articles were found, but neither the title nor the abstract showed a thematic match to our exclusive research focus of 360° videos for education. In order to clearly distinguish 360° videos from VR and to prevent conceptual confusion, only articles which clearly used the term 360° video or term synonyms (360° VR, 360° image, VR video, immersive video, spherical video) either in the title or in the abstract were included as potentially relevant articles in our full-text analysis. For a further detailed analysis, articles with full-text availability were required. 147 contributions were considered relevant and analyzed in more detail. Articles that did not apply an empirical study or focused on technical aspects, camera technology, network transmission or the design of 360° videos were excluded. In 57 articles, both coders were able to establish a clear thematic reference to 360° video in the title or abstract. For 69 articles, both coders could not rule out the possibility that it was 360° video on the basis of the title or summary, even though the terms "360° VR", "360° image", "VR video", "immersive video" or "spherical video" were used. One study was added after studying literature references (Mohd Adnan et al. 2020 ). The verification of the coding agreement of the titles and summaries according to their thematic assignment and relevance by the two coders showed an agreement of 98%. The adjusted reliability estimate with the Cohens-Kappa coefficient was K = 0.81, which can be classified as a moderate agreement. After the full text analysis, 44 articles (Table 1 ) could be included in the review as relevant for an overview of areas of use (RQ1) and purposes (RQ2) of 360° videos in education. Articles using 360° video technology as a teaching-learning medium within a study were evaluated as relevant. To minimize exploratory concept ideas, study relevance was determined with more than 20 subjects. First, included articles were inductively categorized according to the different disciplines and purpose of 360° videos in education. Second, the potentials of 360° video technology for teaching and learning processes are discussed on the basis of the categorized application areas and purposes in connection with the current state of research (RQ3).

The focus was initially on identifying individual subject disciplines in order to obtain an overview of the use of 360° videos as a teaching-learning medium. Subsequently, the intended uses of 360° videos were inductively categorized. As per the third research question, the potentials were inductively derived from the analyzed studies.

5.1 Disciplines using 360° videos as a teaching–learning medium

After a numerical count of the frequency of use of 360° videos within different disciplines, the individual studies were divided into different categories depending on their content. After analyzing the 44 articles, the main disciplines that use 360° videos as a teaching–learning medium (RQ 1) are medicine ( n = 9), language ( n = 8), teacher education ( n = 7) and natural science ( n = 7) as shown in Table 1 . However, the separation of the individual categories was not always clearly definable. For example, a first-aid course to learn cardiopulmonary resuscitation (Barsom et al., 2020 ) can be assigned to both the medical category and general education, while traffic education measures (Barić et al., 2020 ), such as alcohol consumption in road traffic (Ma, 2020 ), were assigned to the area of general education. Articles with different publication dates or publication media were counted individually, even if their literature indicated that they were the basis of large, comprehensive studies (Boda & Brown, 2020a , b ; Ferdig & Kosko, 2020 ; Kosko et al., 2019 ; Theelen et al., 2019 , 2020a , b ).

The language category included all the main topics dealing with language comprehension (e.g., Huang et al., 2020 ; Repetto et al., 2021 ), actual speaking and reducing anxiety to speak in front of an audience (e.g., Vallade et al., 2021 ). Reducing speech anxiety is also addressed with 360° videos in the separate category of teacher education (e.g., Theelen et al., 2020a ), where contributions to improving classroom perception were also summarized. Studies using 360° videos in geography (Barnidge et al., 2022 ; Chang et al., 2020 ; Jong et al., 2020 ) were assigned to the natural sciences category to illustrate theory and practice (Boda & Brown, 2020a , b ) or to realistically present learning content in authentic environments (Barnidge et al., 2022 ; Chang et al., 2020 ; Jong et al., 2020 ). The authenticity of 360° videos is also used for cross-cultural learning (Chien & Hwang, 2022 ; Shadiev et al., 2021 ). In addition, singular disciplines such as history (Calvert & Abadia, 2020 ), engineering (Chen et al., 2021 ), media management (Hebbel-Seeger et al., 2021 ), religion (Johnson, 2018 ), social work (Lanzieri et al., 2021 ), business (Lee et al., 2017 ), sports (Pagé et al., 2019 ), and education (Rupp et al., 2019 ) could be identified.

5.2 Purposes of using 360° videos as a teaching-learning medium

In summary, our analysis a total of three different purposes for 360° videos: observation and presentation of learning content in a 360° video scenario (e.g., Barnidge et al., 2022 ; Jong et al., 2020 ), immersive and interactive theory-practice teaching (e.g., Boda & Brown, 2020a , b ; Ros et al., 2021 ), and self and peer-reflection (e.g., Johnson, 2018 ; Theelen et al., 2019 , 2020a , b ).

The all-round view makes 360° videos particularly suitable for observational learning. Most studies compare the use of different teaching–learning media such as text, conventional videos, 360° videos or VR and their impact on learning motivation and success (e.g., Chang et al., 2019 ; Chao et al., 2021 ; Hwang et al., 2022 ; Tak et al., 2022 ). Some studies found a positive impact on learning engagement and motivation (e.g., Calvert & Abadia, 2020 ; Chang et al., 2019 ; Chen et al., 2022 ; Lee et al., 2020 ; Yang et al., 2021 ), while other studies found no difference in learning motivation despite the use of different teaching–learning media (Chang et al., 2020 ; Huang et al., 2020 ). Similarly, no clear positive or negative effect on learning success can be identified through the use of 360° videos. For example, Dolgunsöz et al. ( 2018 ) found higher learning motivation with of 360° videos compared to traditional videos but no difference in learning success in language learning. In contrast, Yang et al. ( 2021 ) found both higher motivation and higher learning success in Chinese learning. These divergent statements on the influence on learning success and learning motivation are also based on learners' previous experiences with 360° video technology. Although 360° videos offer a panoramic view, the opportunity can also be distracting and have a negative impact on learning success, while learning motivation could be more positive due to the novelty of the technology (Hebbel-Seeger et al., 2021 ). In addition to pure observation, 360° videos can be provided with additional tasks which can be used both during and after observation (e.g., Barsom et al., 2020 ).

Three-hundred-and-sixty-degree-videos can also be used to present content in an immersive way to increase interest in science and research and motivation to learn (e.g., Boda & Brown, 2020a , b ). They can be viewed on a desktop with a low immersion level or experienced with a highly immersive HMD (e.g., Barnidge et al., 2022 ; Han et al., 2022 ; Lee et al., 2017 ). The immersion level of the playback media influences both the immersive experience and the learner's motivation to learn. Highly immersive 360° videos seem to promote learning motivation and the immersion experience more strongly (Han et al., 2022 ; Lee et al., 2020 ; Ma, 2020 ). In particular, for foreign language learning, 360° videos enable immersion in foreign cultures and regions and allow students to apply language skills in real digital environments (e.g., Huang et al., 2020 ; Yang et al., 2021 ). The interaction capabilities of 360° videos beyond controlling gaze direction or solving integrated tasks were identified in one article (Vallade et al., 2021 ). Participants were able to interact with the 360° video scenario in combination with HMD, using the immersion effect to learn a language and reduce the anxiety of speaking in front of a virtual audience. Participants interacted not only with the learning content, but also with the technology itself. Realistic and authentic learning scenarios may also be implemented with 360° videos to reduce prospective teachers' classroom anxiety and allow student teachers to practice teaching (Theelen et al., 2020a ). Due to the multi-perspective presentation possibilities and immersion through low and high immersive playback media, learning scenarios can be designed more authentically, realistically and more immersive compared to conventional videos (e.g. Chao et al., 2021 ; Hwang et al., 2022 ; Pagé et al., 2019 ).

In addition to observation and interaction, 360° videos are also useful for reflection. Theelen, van den Beemt and den Brok ( 2019 ) used 360° videos to identify teaching situations of prospective teachers and found an improvement in their perceptual ability. Ferdig and Kosko ( 2020 ; Kosko et al., 2019 ) also showed improved perceptions of prospective teachers through reflections on classroom situations. Outside of teacher training, Pagé et al. ( 2019 ) were also able to achieve an improvement in recognizing and deciding tactical game situations in basketball with 360° videos.

5.3 Potentials of 360° videos as a teaching–learning medium

The analysis of the included articles reveals 360° videos have a high potential for illustrating theory and practice through observation or reflection, increasing motivation and interest, creating authentic and realistic learning experiences and fostering interactive and immersive learning processes. However, it is also important to point out the limitations and restrictions of 360° videos as a teaching–learning medium.

In particular, 360° videos for observing and acquiring knowledge content are especially well suited to illustrate theory and practice (Ros et al., 2021 ). Theory-practice linkage has been demonstrated in the studies of Boda and Brown ( 2020a , b ) on the use of 360° videos for scientific phenomena and experiments in naturalistic settings. They can also be used to practically demonstrate single theoretical steps or theoretical procedures, e.g., for first aid (Barsom et al., 2020 ) or surgery (Ros et al., 2021 ). Reflective possibilities of 360° videos in combination with knowledge transfer in lectures can also be applied to illustrate social skills and interpersonal skills of the teacher–student relationship in a practical teacher education setting (Theelen et al., 2020b ).

The studies also show the high learning motivation potential of 360° videos. Even if the suitability of 360° videos to increase learning motivation cannot be clearly demonstrated, the majority of studies do indicate higher learning motivation through its use (e.g., Chen et al., 2021 ; Lee et al., 2017 , 2020 ). However, there are also some studies that found no difference in learning motivation through 360° videos (Chang et al., 2020 ) when compared to other learning media (Huang, Hwang & Chang, 2020 ). Only in medicine did Ulrich et al. ( 2021 ) find negative satisfaction and evaluation of 360° video technology as a teaching–learning medium for knowledge transfer compared to conventional physical therapist training.

The 360° video technology enable authentically perceived observation, interaction and reflection of recorded learning situations due to their all-round view. Learning content such as in social work (Lanzieri et al., 2021 ), can be illustrated in a realistic learning environment using video recordings of future workplaces. Perspective changes, for example the perception of patients in medical training courses, can also be conveyed more realistically with 360° videos (Lee et al., 2020 ; Taubert et al., 2019 ).

Compared to traditional video, the individually selectable 360° panoramic view increases the viewer's sense of presence, both on the desktop and with HMD. The vast majority of studies show significantly higher sense of presence and sense of realism ratings for 360° videos compared to traditional videos (e.g., Barnidge et al., 2022 ; Ferdig & Kosko, 2020 ; Lee et al., 2020 ; Pagé et al., 2019 ; Singh et al., 2020 ). Compared to programmed VR, which can still evoke higher immersion due to interaction possibilities and action manipulations, the study by Vallade et al. ( 2021 ) cites the realistic representation of people in a 360° video as an important added value of immersion and the perception of realism, although no action manipulations are possible. The immersion can be used to train presentations in front of an audience, reduce speech anxiety (ibid., Chen & Hwang, 2020 ) or prepare teaching situations in teacher training (Theelen et al., 2020a ). The degree of immersion of the playback media has a significant impact on the effect of 360° videos as a teaching-learning medium, e.g. on the motivation to learn, the realistic and authentic feeling or even the learning success. Therefore, 360° videos with different immersion levels have been used in some studies (e.g., Ferdig & Kosko, 2020 ; Han et al., 2022 ; Kosko et al., 2019 ; Lee, et al., 2017 , Ma, 2020 ). Regarding the immersion effect, Rupp et al. ( 2019 ) found a positive correlation between viewer engagement with the learning material and their interest in watching 360° videos through playback media with increasing immersion levels.

However, the immersive potential of 360° videos is positively evaluated even at low levels of immersion (Calvert & Abadia, 2020 ; Johnson, 2018 ; Lanzieri et al., 2021 ), especially when compared to traditional videos (e.g., Ferdig & Kosko, 2020 , Hwang et al., 2022 ) that are also viewed through the same playback medium, e.g., an HMD (Chao et al., 2021 ).

In addition to the analyzed potentials, however, the limitations of 360° video technology must also be considered. Besides there being no clear statements on the influence on learning success, it is also necessary to select the appropriate learning arrangement. For example, Hebbel-Seeger et al. ( 2021 ) found in their experiment that teacher-centered lecture recordings with 360° videos have no added value when compared to conventional video recordings, despite their high authenticity and realism, because the desired camera focus is mostly frontal and the possible all-round view of 360° videos is not used. Theelen et al. ( 2020b ) were also unable to identify any added value from 360° videos for pure theory teaching. Likewise, Ulrich et al. ( 2021 ) showed that the predominantly positive motivational potential of 360° videos as a teaching–learning medium does not necessarily apply to a practice-oriented physiotherapy education. For a targeted use of 360° videos as a teaching–learning medium, it is therefore imperative that suitable didactic concepts are developed on the basis of potentials, which, depending on the subject discipline, also take into account the teaching arrangement. The degree of immersion of the playback media also plays an important role within the didactic concept in the evaluation of learning success. For a high learning success in observation tasks, a playback medium with a high degree of immersion is basically not always necessary.

As with other media, there are technical points of conflict and potential complications with 360° video technology. In addition to visual artifact issues or distortion within the 360° graphic video display, network and signal interference with playback media, as well as physical negative effects of the technology, are also possible (Azevedo et al., 2020 ). Despite the potential for immersion, the effect of potential motion sickness in users must be considered, which was also rated as a negative feeling by study participants (Hebbel-Seeger et al., 2021 ; Johnson, 2018 ; Rupp et al., 2019 ; Ranieri et al., 2022 ).

6 Discussion

The included articles show that 360° videos can be used for different purposes and disciplines and have specific potentials. In addition to the potentials we have already been mentioned from the literature analysis (see Chap. 5), further opportunities of 360° videos as a teaching–learning medium can be derived from the previous state of research on traditional videos and VR (see Chap. 3). In addition to the previous reviews, the potentials of 360° video technology can be derived with both traditional video technology and VR. On the one hand, 360° videos as a specific video format taps the potential of traditional video technology; on the other hand, 360° videos can also be viewed with immersive playback media equipment such as HMD, and the potentials of VR can be tapped into. Combining the four analyzed potentials of 360° videos as a teaching–learning medium from Chap. 5 and the presented potential of traditional videos and VR from Chap. 3, a total of five categories of 360° video technology potentials in the context of education can be discussed.

6.1 Motivation and interest

In their systematic literature review, Gaudin and Chaliès ( 2015 ) attest to videos’ high motivational potential due to the authentic presentation possibilities of conventional video technology. Kavanagh et al. ( 2017 ) also find high motivation potential in VR due to its immersion and interaction possibilities. Authentic presentation, immersion and interaction possibilities are all exhibited in 360° videos. Chen and Hwang ( 2020 ) report a higher motivation score when using 360° videos to reduce anxiety when speaking in front of an audience. Dolgunsöz, Yildirim and Yildirim ( 2018 ) report that viewing and summarizing a documentary in 360° video format leads to higher motivational values than traditional video technology due to greater authenticity and immersion. In contrast, Huang et al. ( 2020 ) did not find any motivational differences between traditional video technology and 360° videos in language learning, although 360° videos were rated more highly as a learning medium. However, the vast majority of studies in our analysis attest high motivational potential and higher learner interest and engagement to 360° video technology (Calvert & Abadia, 2020 ; Lee et al., 2020 ) and confirm the findings of existing research (Pirker & Dengel, 2021 ; Ranieri et al., 2022 ; Snelson & Hsu, 2020 ). The influence on learning motivation can be explained not only by the actual subject interest of the learner, but also by the degree of immersion of the playback medium. A high degree of immersion obviously leads to higher learning motivation (Lee et al., 2017 , Rupp et al., 2019 ). Since 360° videos have a higher immersion than conventional videos even with low immersive playback media, learning motivation can be increased in comparison to traditional videos (Chang et al., 2019 , Chao et al., 2021 , Yang et al., 2021 ).

6.2 Authenticity and realism

Yousef et al. ( 2014 ), Gaudin and Chaliès ( 2015 ) and Noetel et al. ( 2021 ) address the potential of realistically and authentically presenting learning content using traditional video technology. Kaplan-Rakowski and Gruber ( 2019 ) and Radianti et al. ( 2020 ) also see the strengths of VR in the realistic representation and action controls that it allows. 360° videos do not allow direct action control, but the all-round view they provide makes it possible to create and perceive film locations even more realistically (Barić et al., 2020 ). Boda and Brown ( 2020a , b ) used 360° videos to present scientific experiments outside of research laboratories in familiar surroundings. According to the authors, the authentic and realistic recreation of the experiments led to a higher interest in the participants in scientific research. The possibilities of such learning experiences through 360° video recordings are also used by Lanzieri et al. ( 2021 ) for social work and by Lee et al. ( 2020 ) in the medical-therapeutic field to design digital learning situations that are as close to work as possible. Especially with HMD, 360° videos have the ability to create learning experiences that appear far more realistic than traditional videos (Lee et al., 2017 ; Pagé et al., 2019 ).

Unlike programmed VR, 360° video, like traditional video technology, captures footage of the real environment. The depiction of the real environment achieves a high sense of reality for learners (Roche et al., 2021 ; Vallade et al., 2021 ). Compared to traditional videos, 360° videos offer a more realistic presentation of learning content and, through HMDs, take advantage of VR to add even more authenticity.

6.3 Immersion and interactivity

Immersion and interaction, such as action control in VR, enable participation in the learning medium that is perceived as realistic and have positive effects on learner motivation and engagement (Kavanagh et al., 2017 ; Kaplan-Rakowski & Gruber, 2019 ; Radianti et al., 2020 ). To evaluate the immersion potential of 360° videos, a distinction of immersion levels is necessary. Kucher Dhimolea, Kaplan-Rakowski and Lin ( 2022 ) show in particular the effects of highly immersive applications in language learning. Particularly positive motivating effects with highly immersion playback media can also be identified in the included studies (Chang et al., 2019 ; Chen & Hwang, 2020 ; Lee et al., 2020 ). Three-hundred-and-sixty-degree-videos enable multiple levels of immersion depending on whether users choose to view them on a desktop or through HMD. With HMD, the sense of presence is perceived as highly immersive (e. g. Barnidge et al., 2022 ; Calvert & Abadia, 2020 ; Ferdig & Kosko, 2020 ), although action control is not possible as it is in VR. The high motivation potential of perceived real participation in the VR learning medium (comparison with Chap. 3) is also present in 360° videos (Dolgunsöz et al., 2018 ; Rupp et al., 2019 ). The sense of presence and participation is evaluated to be positive (e. g. Barić et al., 2020 ; Johnson, 2018 ) and increases in combination with immersive HMD (Barnidge et al., 2022 ; Rupp et al., 2019 ).

However, it is also important to note that in addition to using different immersive output media, 360° videos typically have a lower number of DoF compared to VR which in turn also affects immersion (Huang et al., 2017 ). Unlike conventional videos, 360° videos nevertheless enable immersive teaching–learning experiences and use the resulting motivational effects as in VR. Although the six DoF, and thus interaction, in VR is greater than in 360° videos, which typically feature only three DoF but allow for choice of viewing direction or control of camera focus, these possibilities can also be used for discovery-based learning.

In general, the degree of immersion seems to influence the motivation to learn as well as the perception of realism and has to be taken into account in conceptual didactic considerations for the use of 360° videos as a teaching-learning medium.

6.4 Observation and reflection with multi-perspectivity

Both Gaudin and Chaliès ( 2015 ) and Yousef et al. ( 2014 ) mention the potentials of conventional video technology for reflection processes. With videos, multiple perspectives with different video footage can be viewed to reflect on actions. The 360° all-round view expands the observation possibilities (Barić et al., 2020 ; Ferdig & Kosko, 2020 ; Kosko et al., 2019 ; Pagé et al., 2019 ; Theelen et al., 2019 , 2020a , b ). With text panels or buttons, which can also be implemented within the 360° videos as with conventional videos, attention and visual focus can thus be directed in the 360° panoramic view and thus support the learning process (Boda & Brown 2020a , b ; Tauber et al., 2022 ). For instance, in teacher education, 360° videos can be used to record one's own teaching units and reflect on the reaction of the learners. Likewise, subject-specific learning content can be represented, which is acquired through observation, for example.

6.5 Individuality and learning control

Both conventional video technology (Noetel et al., 2021 ) and VR (Jensen & Konradsen, 2018 ; Radianti et al., 2020 ) offer the possibility of adapting learning content to individual pace and progress, for example, through the option of repeating content without a time limitation. As a specific video format, 360° videos also have individual control options and can adapt to the individual learning process especially when it comes to the repetition of educational content in a safe, authentic and realistic environment without risk. For instance, 360° videos are suitable for first aid courses (Barsom et al., 2020 ) or for driving lessons in driving schools (Barić et al., 2020 ). In addition to the individual playback options of conventional videos, the panoramic view of 360° videos also offers greater individual observation, reflection and analysis options. The 360° video technology thus enables greater individual learning processes and is not limited to a predefined camera focus within the video recording.

6.6 Limitations

While a positive effect on learning motivation and student engagement through 360° video technology has been substantiated by the analysis, there is no clear evidence for the use of 360° videos or its advantages with regard to learning success. Positive, consistent and negative effects on learning success were all found through the use of 360° videos as a teaching–learning medium. In addition, no clear statements can be made about the effect of immersive content and different degrees of immersion on learning success either.

The different study designs, learning prerequisites and learning objectives in the various disciplines, as well as different expectations and prior experience in dealing with 360° videos, also make it difficult to compare learning outcomes. A cross-disciplinary statement about the effects on learning success is therefore not possible.

For a targeted study of whether 360° videos improve learning success, didactic concepts will be needed that implement their potential in suitable learning arrangements. It is noticeable that 360° videos already used as a teaching-learning medium are less based on a specific learning theory but are rather used exploratively. It is not just a matter of trying out 360° video technology on the basis of technical enthusiasm, but rather of making good use of its possibilities and potential from a pedagogical perspective. For example, the multi-perspective viewing possibilities of 360° video technology can be used both for observational learning processes in the sense of a cognitivist learning theory or also to open up learning environments in an individual constructivist way. Three- hundred-and-sixty-degree-videos can be used for illustration and understanding of learning content or they can instruct in the context of demonstration and imitation. For a comprehensive statement on 360° videos and their influence on learning success, a differentiated consideration of the relevant didactic concepts is necessary.

It is also important to clearly define the teaching-learning objectives to be achieved. For example, 360° videos can be used to acquire content-related learning skills as well as process-related skills such as independent exploration.

Depending on the subject discipline and learning task, both highly immersive and low-immersive playback media can be used for 360° videos. For observational tasks, a highly immersive playback medium does not seem to be necessary to achieve high learning success. In order to be able to make clear statements in the future about the potentials and effects on the learning effects of 360° videos and to compare them with other teaching-learning media, it is necessary to consider not only a clear definition and classification of 360° videos, but also the degree of immersion of the playback media and the possible DoF.

Likewise, the experience with 360° video technology as a teaching-learning medium itself and the duration of use must be taken into account in making clear statements about the learning success.

7 Conclusion

We deliberately chose to exclusively present the potentials and possible uses of 360° videos as a teaching and learning medium in order to clearly differentiate them from VR even though the research field on VR as a teaching-learning medium offers interesting approaches. Our analyzed articles show a variety of potentials of 360° videos as a teaching–learning medium. It can be used across disciplines for observational, reflective or interactive learning, to illustrate theory and practice to increase learning motivation or for immersive learning experiences.

For further discussion and research of 360° videos as a teaching–learning medium, it is also advisable to use the term clearly and distinguish it from VR. VR enables a higher degree of interaction and action manipulation, which can have an impact on learning processes. The extent to which these advantages of VR can also be compensated for by appropriate methodological-didactic concepts with 360° videos must be investigated in further studies.

As an advanced video format, 360° videos enhance the motivational potential of conventional videos and offer design options for authentic teaching–learning scenarios which can be experienced realistically. Even though 360° videos allow less interaction due to the lower DoF in contrast to VR, they still have an increased motivation potential compared to conventional video technology. A significant added value when compared to conventional video technology is the individually controllable omnidirectional view of 360° videos.

However, the results of our systematic literature review also reveal a lack of empirical engagement with 360° videos as a teaching and learning medium to date, most statements about learning success are premature. While some studies have demonstrated learning success through the use of 360° videos, these cannot be generalized or applied to other contexts. For a valuable use of 360° videos as a teaching–learning medium, methodological-didactic concepts are therefore necessary which take up the identified potentials and implement them in suitable learning arrangements on the basis of corresponding learning theories such as observational or discovery learning.

Data availability

Not applicable.

Azevedo, R. G. A., Birkbeck, N., De Simone, F., Janatra, I., Adsumilli, B., & Frossard, P. (2020). Visual distortions in 360° videos. IEEE Transactions on Circuits and Systems for Video Technology, 30 (8), 2524–2537. https://doi.org/10.1109/TCSVT.2019.2927344

Article Google Scholar

Barić, D., Havârneanu, G. M., & Măirean, C. (2020). Attitudes of learner drivers toward safety at level crossings: do they change after a 360° video-based educational intervention? Transportation Research Part F: Traffic Psychology and Behaviour, 69 , 335–348. https://doi.org/10.1016/j.trf.2020.01.018

Barnidge, M., Sherrill, L. A., Kim, B., Cooks, E., Deavours, D., Viehouser, M., Broussard, R., & Zhang, J. (2022). The effects of virtual reality news on learning about climate change. Mass Communication and Society, 25 (1), 1–24. https://doi.org/10.1080/15205436.2021.1925300

Barsom, E. Z., Duijm, R. D., Dusseljee-Peute, L. W. P., Landman‐van der Boom, E. B., van Lieshout, E. J., Jaspers, M. W., & Schijven, M. P. (2020). Cardiopulmonary resuscitation training for high school students using an immersive 360‐degree virtual reality environment. British Journal of Educational Technology, 51 (6), 2050–2206. https://doi.org/10.1111/bjet.13025

Boda, P. A., & Brown, B. (2020a). Priming urban learners' attitudes toward the relevancy of science: A mixed-methods study testing the importance of context. Journal of Research in Science Teaching, 57 (4), 567–596. https://doi.org/10.1002/tea.21604

Boda, P. A., & Brown, B. (2020b). Designing for relationality in virtual reality: Context-specific learning as a primer for content relevancy. Journal of Science Education and Technology, 29 (5), 691–702. https://doi.org/10.1007/s10956-020-09849-1

Calvert, J., & Abadia, R. (2020). Impact of immersing university and high school students in educational linear narratives using virtual reality technology. Computers & Education, 159 , 104005. https://doi.org/10.1016/j.compedu.2020.104005

Chang, C. Y., Sung, H. Y., Guo, J. L., Chang, B. Y., & Kuo, F. R. (2019). Effects of spherical video-based virtual reality on nursing students’ learning performance in childbirth education training. Interactive Learning Environments, 30 (3), 400–416. https://doi.org/10.1080/10494820.2019.1661854

Chang, S. C., Hsu, T. C., Chen, Y. N., & Jong, M. S. Y. (2020). The effects of spherical video-based virtual reality implementation on students’ natural science learning effectiveness. Interactive Learning Environments, 28 (7), 915–929. https://doi.org/10.1080/10494820.2018.1548490

Chao, Y., Chuang, H., Hisn, L., Kang, C., Fang, T., Li, H., Huang, C., Kuo, T. B. J., Yang, C. C. H., Shyu, H., Wang, S., Shyu, L., & Lee, L. (2021). Using a 360° virtual reality or 2D video to learn history taking and physical examination skills for undergraduate medical students: pilot randomized controlled trial. JMIR Serious Games 2021, 9 (4), e13124. https://doi.org/10.2196/13124

Chen, M. R. A., & Hwang, G. J. (2020). Effects of experiencing authentic contexts on English speaking performances, anxiety and motivation of EFL students with different cognitive styles. Interactive Learning Environments , 1–21. https://doi.org/10.1080/10494820.2020.1734626

Chen, C. H., Hung, H. T., & Yeh, H. C. (2021). Virtual reality in problem-based learning contexts: Effects on the problem‐solving performance, vocabulary acquisition and motivation of English language learners. Journal of Computer Assisted Learning, 37 (3), 851–860. https://doi.org/10.1111/jcal.12528

Chen, Y. T., Li, M., Huang, C. Q., Han, Z. M., Hwang, G. J., & Yang, G. (2022). Promoting deep writing with immersive technologies: An SVVR-supported Chinese composition writing approach for primary schools. British Journal of Educational Technology , 1–21. https://doi.org/10.1111/bjet.13247

Chien, S. Y., & Hwang, G. J. (2022). A question, observation, and organisation-based SVVR approach to enhancing students' presentation performance, classroom engagement, and technology acceptance in a cultural course. British Journal of Educational Technology, 53 (2), 229–247. https://doi.org/10.1111/bjet.13159

Cross, S., Wolfenden, F., & Adinolfi, L. (2022). Taking in the complete picture: Framing the use of 360-degree video for teacher education practice and research. Teaching and Teacher Education, 111 , 103597. https://doi.org/10.1016/j.tate.2021.103597

Dhimolea, T. K., Kaplan-Rakowski, R., & Lin, L. (2022). A systematic review of research on high-immersion virtual reality for language learning. TechTrends , 1–15. https://doi.org/10.1007/s11528-022-00717-w

Dolgunsöz, E., Yildirim, G., & Yildirim, S. (2018). The effect of virtual reality on EFL writing performance. Journal of Language and Linguistic Studies, 14 (1), 278–292.

Google Scholar

Ferdig, R. E., & Kosko, K. W. (2020). Implementing 360 video to increase immersion, perceptual capacity, and teacher noticing. TechTrends, 64 (6),849–859. https://doi.org/10.1007/s11528-020-00522-3

Gaudin, C., & Chaliès, S. (2015). Video viewing in teacher education and professional development: A literature review. Educational Research Review, 16 , 41–67. https://doi.org/10.1016/j.edurev.2015.06.001

Griffin, R., Langlotz, T., & Zollmann, S. (2021). 6dive: 6 degrees-of-freedom immersive video editor. Frontiers in Virtual Reality, 2 , 676895. https://doi.org/10.3389/frvir.2021.676895

Han, I., Shin, H. S., Ko, Y., & Shin, W. S. (2022). Immersive virtual reality for increasing presence and empathy. Journal of Computer Assisted Learning, 53 , 229–247. https://doi.org/10.1111/jcal.12669

Hebbel-Seeger, A., Riehm, P., Kopischke, A., & Baranovskaa, M. (2021). LectureCast as 360 degree video: What impact do immersion and presence experience have on learning performance? Athens Journal of Education, 8 (1), 23–36. https://doi.org/10.30958/aje.8-1-2

Hwang, G. J., Chang, C. C., & Chien, S. Y. (2022). A motivational model-based virtual reality approach to prompting learners' sense of presence, learning achievements, and higher‐order thinking in professional safety training. British Journal of Educational Technology . https://doi.org/10.1111/bjet.13196

Article PubMed PubMed Central Google Scholar

Huang, J., Chen, Z., Ceylan, D., & Jin, H. (2017). 6-DOF VR videos with a single 360-camera. 2017 IEEE Virtual Reality (VR) , 37–44. https://doi.org/10.1109/VR.2017.7892229

Huang, H. L., Hwang, G. J., & Chang, C. Y. (2020). Learning to be a writer: A spherical video-based virtual reality approach to supporting descriptive article writing in high school Chinese courses. British Journal of Educational Technology, 51 (4), 1386–1405. https://doi.org/10.1111/bjet.12893

Jensen, L., & Konradsen, F. (2018). A review of the use of virtual reality head-mounted displays in education and training. Education and Information Technologies, 23 (4), 1515–1529. https://doi.org/10.1007/s10639-017-9676-0

Jiang, Y., Popov, V., Li, Y., Myers, P., Dalrymple, O., & Spencer, J. (2021). “It’s like i’m really there”: Using VR experiences for STEM career development. Journal of Science Education and Technology, 30 , 877–888. https://doi.org/10.1007/s10956-021-09926-z

Johnson, C. D. (2018). Using virtual reality and 360-degree video in the religious studies classroom: An experiment. Teaching Theology & Religion, 21 (3), 228–241. https://doi.org/10.1111/teth.12446

Jong, M. S. Y., Tsai, C. C., Xie, H., & Kwan-Kit Wong, F. (2020). Integrating interactive learner‐immersed video‐based virtual reality into learning and teaching of physical geography. British Journal of Educational Technology, 51 (6), 2064–2079. https://doi.org/10.1111/bjet.12947

Kaplan-Rakowski, R., & Gruber, A. (2019). Low-immersion versus high-immersion virtual reality: Definitions, classification, and examples with a foreign language focus. Proceedings of the Innovation in Language Learning International Conference 2019 , 552–555.

Kavanagh, S., Luxton-Reilly, A., Wuensche, B., & Plimmer, B. (2016). Creating 360 educational video: A case study. Proceedings of the 28th Australian Conference on Computer-Human Interaction , 34–39. https://doi.org/10.1145/3010915.3011001

Kavanagh, S., Luxton-Reilly, A., Wuensche, B., & Plimmer, B. (2017). A systematic review of virtual reality in education. Themes in Science and Technology Education, 10 (2), 85–119.

Kosko, K. W., Ferdig, R. E., & Zolfaghari, M. (2019). Preservice teachers’ noticing in the context of 360 video. Proceedings of the 41st Annual Meeting of the North American Chapter for the Psychology of Mathematics Education , 1167–1171.

Lanzieri, N., McAlpin, E., Shilane, D., & Samelson, H. (2021). Virtual reality: An immersive tool for social work students to interact with community environments. Clinical Social Work Journal, 49 (2), 207–219. https://doi.org/10.1007/s10615-021-00803-1

Lee, S. H., Sergueeva, K., Catangui, M., & Kandaurova, M. (2017). Assessing Google Cardboard virtual reality as a content delivery system in business classrooms. Journal of Education for Business, 92 (4), 153–160. https://doi.org/10.1080/08832323.2017.1308308

Article CAS Google Scholar

Lee, Y., Kim, S. K., & Eom, M. R. (2020). Usability of mental illness simulation involving scenarios with patients with schizophrenia via immersive virtual reality: A mixed methods study. PLoS One1, 15 (9), e0238437. https://doi.org/10.1371/journal.pone.0238437

Ma, Z. (2020). The use of immersive stories to influence college students’ attitudes and intentions related to drinking and driving. Journal of American College Health , 1–8. https://doi.org/10.1080/07448481.2020.1842418

Mohd Adnan, A. H., Shak, Y., Karim, M. S. A., Mohd Tahir, R., & Mohamad Shah, D. S. (2020). 360-degree videos, VR experiences and the application of Education 4.0 technologies in Malaysia for exposure and immersion. Advances in Science Technology and Engineering Systems Journal, 5 (1), 373–381. https://doi.org/10.25046/aj050148

Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Shekelle, P., & Stewart, L. A. (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Systematic Reviews, 4 (1), 1. https://doi.org/10.1186/2046-4053-4-1

Noetel, M., Griffith, S., Delaney, O., Sanders, T., Parker, P., del Pozo Cruz, B., & Lonsdale, C. (2021). Video improves learning in higher education: A systematic review. Review of Educational Research, 91 (2), 204–236. https://doi.org/10.3102/0034654321990713

Pagé, C., Bernier, P. M., & Trempe, M. (2019). Using video simulations and virtual reality to improve decision-making skills in basketball. Journal of Sports Science, 37 (21), 2403–2410. https://doi.org/10.1080/02640414.2019.1638193

Pellas, C., Dengel, A., & Christopoulos, A. (2020). A scoping review of immersive virtual reality in STEM education. IEEE Transactions on Learning Technologies, 13 (4), 748–761. https://doi.org/10.1109/TLT.2020.3019405

Pellas, N., Mystakidis, S., & Kazanidis, I. (2021). Immersive virtual reality in K-12 and Higher Education: A systematic review of the last decade scientific literature. Virtual Reality, 25 , 835–861. https://doi.org/10.1007/s10055-020-00489-9

Pirker, J., & Dengel, A. (2021). The potential of 360° virtual reality videos and real VR for education—A literature review. IEEE computer graphics and applications, 41 (4), 76–89. https://doi.org/10.1109/MCG.2021.3067999

Article PubMed Google Scholar

Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 147 , 103778. https://doi.org/10.1016/j.compedu.2019.103778

Ranieri, M., Luzzi, D., Cuomo, S., & Bruni, I. (2022). If and how do 360° videos fit into education settings? Results from a scoping review of empirical research. Journal of Computer Assisted Learning , 1–21. https://doi.org/10.1111/jcal.12683

Repetto, C., Di Natale, A. F., Villani, D., Triberti, S., Germagnoli, S., & Riva, G. (2021). The use of immersive 360° videos for foreign language learning: A study on usage and efficacy among high-school students. Interactive Learning Environments , 1–16. https://doi.org/10.1080/10494820.2020.1863234

Roche, L., Kittel, A., Cunningham, I., & Rolland, C. (2021). 360° video integration in teacher education: a SWOT analysis. In Frontiers in education (Vol. 6). https://doi.org/10.3389/feduc.2021.761176

Ros, M., Neuwirth, L. S., Ng, S., Debien, B., Molinari, N., Gatto, F., & Lonjon, N. (2021). The effects of an immersive virtual reality application in first person point-of-view (IVRA-FPV) on the learning and generalized performance of a lumbar puncture medical procedure. Educational Technology Research and Development, 69 (3), 1529–1556. https://doi.org/10.1007/s11423-021-10003-w

Rupp, M. A., Kozachuk, J., Michaelis, J. R., Odette, K. L., Smither, J. A., & McConnell, D. S. (2016). The effects of immersiveness and future VR expectations on subjective-experiences during an educational 360 video. Proceedings of the Human Factors and Ergonomics Society Annual Meeting , 60 (1), 2108–2112. https://doi.org/10.1177/1541931213601477

Rupp, M. A., Odette, K. L., Kozachuk, J., Michaelis, J. R., Smither, J. A., & McConnell, D. S. (2019). Investigating learning outcomes and subjective experiences in 360-degree videos. Computers & Education, 128 , 256–268. https://doi.org/10.1016/j.compedu.2018.09.015

Shadiev, R., Wang, X., & Huang, Y. M. (2021). Cross-cultural learning in virtual reality environment: facilitating cross-cultural understanding, trait emotional intelligence, and sense of presence. Education Tech Research, 69 , 2917–2936. https://doi.org/10.1007/s11423-021-10044-1

Singh, A., Ferry, D., Ramakrishnan, A., & Balasubramanian, S. (2020). Using virtual reality in biomedical engineering education. Journal of Biomechanical Engineering , 142 (11). https://doi.org/10.1115/1.4048005

Snelson, C., & Hsu, Y. C. (2020). Educational 360-degree videos in virtual reality: A scoping review. TechTrends, 64 , 404–412.

Tak, N. Y., Lim, H. J., Lim, D. S., Hwang, Y. S., & Jung, I. H. (2022). Effect of self-learning media based on 360° virtual reality for learning periodontal instrument skills. European Journal of Dental Education . https://doi.org/10.1111/eje.12769

Tan, S., Wiebrands, M., O’Halloran, K., & Wignell, P. (2020). Analysing student engagement with 360-degree videos through multimodal data analytics and user annotations. Technology Pedagogy and Education, 29 (5), 593–612. https://doi.org/10.1080/1475939X.2020.1835708

Tauber, A., Levonis, S., Schweiker, S., & Students, D. (2022). Journal of Chemical Education, 99 , 1183–1189. https://doi.org/10.1021/acs.jchemed.1c00642

Taubert, M., Webber, L., Hamilton, T., Carr, M., & Harvey, M. (2019). Virtual reality videos used in undergraduate palliative and oncology medical teaching: results of a pilot study. BMJ Supportive & Palliative Care, 9 (3), 281–285. https://doi.org/10.1136/bmjspcare-2018-001720

Theelen, H., van den Beemt, A., & den Brok, P. (2019). Using 360-degree videos in teacher education to improve preservice teachers' professional interpersonal vision. Journal of Computer Assisted Learning, 35 (5), 582–594. https://doi.org/10.1111/jcal.12361

Theelen, H., van den Beemt, A., & den Brok, P. (2020a). Enhancing authentic learning experiences in teacher education through 360-degree videos and theoretical lectures: reducing preservice teachers’ anxiety. European Journal of Teacher Education , 1–20. https://doi.org/10.1080/02619768.2020.1827392

Theelen, H., van den Beemt, A., & den Brok, P. (2020b). Developing preservice teachers’ interpersonal knowledge with 360-degree videos in teacher education. Teaching and Teacher Education, 89 , 102992. https://doi.org/10.1016/j.tate.2019.102992

Ulrich, F., Helms, N. H., Frandsen, U. P., & Rafn, A. V. (2021). Learning effectiveness of 360 video: Experiences from a controlled experiment in healthcare education. Interactive Learning Environments, 29 (1), 98–111. https://doi.org/10.1080/10494820.2019.1579234

Vallade, J. I., Kaufmann, R., Frisby, B. N., & Martin, J. C. (2021). Technology acceptance model: Investigating students’ intentions toward adoption of immersive 360 videos for public speaking rehearsals. Communication Education, 70 (2), 127–145. https://doi.org/10.1080/03634523.2020.1791351

Yang, G., Chen, Y. T., Zheng, X. L., & Hwang, G. J. (2021). From experiencing to expressing: A virtual reality approach to facilitating pupils’ descriptive paper writing performance and learning behavior engagement. British Journal of Educational Technology, 52 (2), 807–823. https://doi.org/10.1111/bjet.13056

Yousef, A. M. F., Chatti, M. A., & Schroeder, U. (2014). The state of video-based learning: A review and future perspectives. International Journal on Advances in Life Sciences, 6 (3), 122–135.

Download references

Open Access funding enabled and organized by Projekt DEAL. This project is part of the “Qualitätsoffensive Lehrerbildung”, a joint initiative of the Federal Government and the Länder which aims to improve the quality of teacher training. The programme is funded by the Federal Ministry of Education and Research. The authors are responsible for the content of this publication.

Author information

Authors and affiliations.

Institute for School Pedagogy and Didactics (ISD), Karlsruhe Institute of Technology (KIT), Kaiserstraße 12, 76131, Karlsruhe, Germany

Philipp Rosendahl & Ingo Wagner

You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Philipp Rosendahl .

Ethics declarations

Conflicts of interest.

The authors declare that they have no competing interests. There are no financial or other relationships that might lead to conflicts of interest.

Additional information

Publisher’s note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ .

Reprints and permissions

About this article

Rosendahl, P., Wagner, I. 360° videos in education – A systematic literature review on application areas and future potentials. Educ Inf Technol 29 , 1319–1355 (2024). https://doi.org/10.1007/s10639-022-11549-9

Download citation

Received : 23 March 2022

Accepted : 20 December 2022

Published : 13 January 2023

Issue Date : February 2024

DOI : https://doi.org/10.1007/s10639-022-11549-9

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

Immersive video
Spherical video
Omnidirectional video
Systematic literature review
Find a journal
Publish with us
Track your research

5 Major Benefits of Using Video In Education

Lucija Vita Hanzic Video and Email

Schools are using Covideo to connect virtually with students, provide feedback, and assign homework in a clear and detailed format. Likewise, using video is a great way to share sincere feedback and performance reviews with parents.

Using videos in the classroom is one of the best ways to provide a personalized learning experience. Personalized learning is becoming an increasing demand and refers to any efforts made to tailor education to meet students’ different needs.

Continue reading to discover all the benefits of using videos for educational purposes.

Do you reme mber that feeling of excitement when you got to watch a video for a class as a young student? Video content ranged from watching an episode on American history, a fun jingle on conjunctions and articles, or the science behind atoms and chemical elements. No matter the topic, you loved the opportunity to watch any video content. Today, we’re going to talk about five reasons you should grasp that feeling and nurture the importance of video in education.

1. Using video in education is memorable and comprehensive

Video-based learning easily attracts any student. A combination of speech, text, and images makes it easier to get to the point much faster. This makes room for more content and extra conversation, all in less time.

These videos don’t need to be anything complex. Actually, the simpler, the better! An educational video in its simplest form could be pairing audio with text-on-screen, similar to lyric videos. This type of video content offers a higher degree of visualization. When pairing audio with text, it’s easier for our brains to comprehend and remember a message.

2. Using video in education is affordable

Nowadays, you don’t need any expensive or fancy equipment to create a video. Chances are, you already have access to most of the tools you need. There are plenty of free resources available onl ine that offer educational videos to show during class.

On the other hand, you may want to send personalized videos to students for homework assignments, sharing updates, and providing feedback. Using a video email platform like Covideo works best for these applications. You can easily record yourself, screen, or both, which is great when walking students through assignments, answering questions, or providing detailed feedback. Better yet, you can include custom buttons with your videos so that you can attach any additional resources necessary right next to your video.

All you need to make personalized videos for the classroom is Covideo and a built-in webcam on your phone or computer. Covideo is an affordable solution that won’t break the bank, but you can give it a try free before committing in any way.

3. Video content is accessible

Youtube, considerably the most popular video platform, has become more than a form of entertainment. Studies show that more than 50% of viewers go to Youtube to learn how to do something they’ve never done before. If you want to learn a new skill, the resources are easily accessible, and chances are you can find thousands of resources and tutorials within minutes. The beauty of video-based education is its accessibility – you can do it in your room, at your own pace.

Videos are also portable, which offers an incredible level of flexibility to both instructors/teachers and learners. As we see a shift in virtual learning due to social distancing and the pandemic, schools have to adjust their strategies for a virtual setting.

Accessing videos anywhere and anytime also provides a broader reach in the educational practice. Before the pandemic , some schools were using technology to remove snow days. Five school districts began a pilot program allowing students to use Chromebooks to attend online lectures from home. This way, they can “attend” their classes and continue to learn regardless of whether they are in or outside the classroom.

4. Educational video content is customizable

Are you learning a complicated topic and need to see or hear something again? Using videos for educational purposes creates a personalized learning experience, allowing the individual to learn at their own pace. With video, you can watch and rewatch a video as many times as needed to grasp a topic. Moreover, you can pause whenever you need to. Just a slight press of that space bar gives you all the time you need to take notes, rehearse it in your brain, or stop and think through the concept. If this same scenario occurred in the classroom, you would have to raise your hand and stop the teacher and class from addressing your questions. Oftentimes, students avoid interrupting the class, even if they don’t understand a topic.

Using video, you don’t have to show your confusion or lack of understanding in front of the entire class. Likewise, if you don’t understand or misheard something the first time, you can rewatch and listen to that part over and over and over until you feel comfortable.

5. Using video in education promotes engagement

Video content makes children connect faster. Effective educational videos significantly improve the memory process by facilitating thinking in the manner of asking questions.

Asking questions leads to better research skills, collaboration, organizational skills, and problem-solving. These are the top skills we all wanted to perfect yesterday.

Learning through video sparks curiosity and promotes the development of a skill called elastic thinking. For example, The University of Queensland in Australia pinpointed some of the top pedagogical benefits of using video in education, and some of those are:

Increased student motivation
Enhanced learning experience
Higher marks
Development potential and profound understanding of the subject
Improved teamwork and communication skills
A source of evidence relating to qualifications for interviews

Children who are taught to ask questions tend to learn a more significant amount of facts. They also learn with greater enthusiasm. Asking questions sometimes prompts a debate or thought-provoking conversation, leading children to learn and (re)act more actively rather than passively!

Watching visually-captivating material at home prepares children better for the next class. They will engage more, debate more, draw better conclusions, and most importantly – learn more. When videos are short, there is a substantial possibility the students will watch 100% of them.

The estimated optimal duration of an educational video is less than six minutes. As the watching period lengthens, the engagement rate drops.

Using video is not just for learning at home. Watch educational videos as a class, and then ask questions to start a discussion amongst students. If children react positively, resolve all potential dilemmas, and if they memorized the focal points, you, as a teacher, did a great job!

We need educational videos now more than ever

Now more than ever, we see a drastic rise in the use of video in the classroom and the need for educational videos. This trend will only continue to become more popular, even beyond COVID. However, it’s important to note that the best strategies and lesson plans are combining many pedagogical tools. This is because no two students are the same and everyone has different preferences and techniques that work for them.

What’s most important is finding an ideal balance among all the tools you use. Only then will you be able to enjoy the fruits of your efforts entirely.

A women is smiling while she looks into the laptop she is holding

Video and Email

How to Make a Video Into a Link

Laptop with Covideo being recorded alongside a smartphone and cup of coffee.

SaaS Sales Strategy Script Templates

Open palms of a businessperson with different gender signs hovering above.

Human Resources Best Practices Checklist: Video Messaging

IMAGES

7 smart ways to use technology in classrooms
What are the Emerging Technologies in the Classroom?
10 Reasons we use Technology in Education
7 Roles for Artificial Intelligence in Education
Smart Classes in Education: Benefits and Impact on Student Learning
Technology and learning in the classroom: 6 tips to get the balance

VIDEO

Socrative
Курс тестування. Заняття 2. Тестування Graphic User Interface (GUI) у Windows та на ВЕБ-сторінках
The Digital Transition Episode 48: Embracing the Power of Technology with James Vincent
Uses of ICT in Education
Technology in the Classroom: Smart Boards are the future of learning
Ed-Tech Monday: Technology as an Enabler of Equity and Inclusion in Education

COMMENTS

How to Use Education Technology
Learn how to use education technology in the classroom. In this video, Sam Kary, a veteran educator, instructional coach, and advocate for educational techno...
How to Use Technology in Education (21st century ...
Paul Romani (M.Ed.) from Pear Tree Education provides an overview of how technology should be used in 21st century education.This video covers both the misco...
Technology Lessons
TED-Ed lessons on the subject Technology. TED-Ed celebrates the ideas of teachers and students around the world. ... Lessons Watch video-based lessons organized by subject and age; ... Sex Education How to practice safe sexting - Amy Adele Hasinoff. Lesson duration 14:26 153,149 Views. 04:57. Design, Engineering & Technology Could we build a ...
Using Technology in the Classroom
How should technology be used in the classroom? Find out in our video.This video was created by Chris Ross.This video was created to support the campaign "Go...
How technology is reinventing education
New advances in technology are upending education, from the recent debut of new artificial intelligence (AI) chatbots like ChatGPT to the growing accessibility of virtual-reality tools that expand the boundaries of the classroom. For educators, at the heart of it all is the hope that every learner gets an equal chance to develop the skills they need to succeed.
Using Videos in the Classroom to Amplify Learning
Using Video Content to Amplify Learning. New teachers often struggle with finding multiple ways for students to access course content, and video clips can help. Teachers are always striving to show more and tell less when introducing students to new information, concepts, and skills. Education researcher Pauline Gibbons tells us, "Rather than ...
Realizing the promise: How can education technology improve learning
Technology could potentially address these challenges by: (a) using video tutorials for self-paced learning and (b) presenting exercises as games and/or gamifying practice. Video tutorials
An Introduction to Technology Integration
An Introduction to Technology Integration. Integrating technology with classroom practice can be a great way to strengthen engagement by linking students to a global audience, turning them into creators of digital media, and helping them practice collaboration skills that will prepare them for the future. December 12, 2012.
Technology in education: GEM Report 2023
It provides the mid-term assessment of progress towards SDG 4, which was summarized in a brochure and promoted at the 2023 SDG Summit. The 2023 GEM Report and 200 PEER country profiles on technology and education were launched on 26 July. A recording of the global launch event can be watched here and a south-south dialogue between Ministers of ...
Understanding the role of digital technologies in education: A review
Technology is more than just playing video games and viewing animated films. The advantages are determined by how students, parents, and teachers use technology to improve education. When technology is used effectively for instructional reasons, the educational experience improves, and students become interested.
How to Integrate Technology in the Classroom
Integration of technology in education simply refers to the use of technology to enhance the student learning experience. Utilizing different types of technology in the classroom, including a virtual classroom, creates learners who are actively engaged with learning objectives. The implementation of technology also creates pathways for ...
Why Is Technology Important In Education?
Why is technology important in education? In this video, veteran educator Sam Kary presents 10 arguments why teachers should use education technology to educ...
Effective Educational Videos: Principles and Guidelines for Maximizing
Several meta-analyses have shown that technology can enhance learning (e.g., Means et al., 2010; ... One of the benefits for instructors in using educational videos can be the ability to reuse them for other classes and other semesters. When creating or choosing videos, however, it is important to consider whether they were created for the type ...
How Important Is Technology in Education?
Technology allows 24/7 access to educational resources. Classes can take place entirely online via the use of a laptop or mobile device. Hybrid versions of learning combine the use of technology from anywhere with regular in-person classroom sessions. In both scenarios, the use of technology to tailor learning plans for each student is possible.
Video-Based Learning: Recommendations for Physical Educators
Using technology in instruction competently is often a requirement for general physical education teachers and adapted physical education teachers (Commission on Teacher Credentialing, Citation 2017).The use of technology in physical education settings serves various functions, not limited to assisting assessment (e.g., software and recording devices), instruction (e.g., QR codes and iPads ...
Use of Technology in Education: A Complete Guide- ClassVR
Technology can benefit education in many ways. From helping students learn in new and exciting ways, developing communication and teamworking skills or improving accessibility, teachers can use technology to adapt learning to each student's needs. @Rocco_Avantis - Educational Specialist, Avantis Education.
How technology is reinventing K-12 education
In 2023 K-12 schools experienced a rise in cyberattacks, underscoring the need to implement strong systems to safeguard student data. Technology is "requiring people to check their assumptions ...
How to Use Education Technology
Fourteen strategies for how to use education technology to transform your classroom and prepare students for the future.
360° videos in education
New teaching and learning experiences become possible with 360° videos. While the use of videos in teacher education is already well-established, the further development of video technology allows immersive and interactive applications in education which have a positive impact on motivation in learning processes (Kavanagh et al., 2017).In the past, financial costs and time-consuming systems ...
Technology, The best or worst thing for education
This talk is posing the question of how technology is impacting the classroom from a teacher's perspective and how there are many misconceptions about how t...
PDF Use of Educational Technology for Instruction in Public Schools: 2019 20
Use of Educational Technology for Instruction in Public Schools: 2019—20. Schools were asked about the types of staff who work with teachers to bring technology into classes for teaching and learning. Fifty-seven percent reported that content specialists, or experts, from the school or district work with teachers for this purpose (table A-6).
Technology in Education
Paul Hamilton presents 'Technology in Education', a creative and artistic look at the challenges edtech faces.Subscribe to the number 1 resource for teachers...
5 Major Benefits of Using Video In Education
Learning through video sparks curiosity and promotes the development of a skill called elastic thinking. For example, The University of Queensland in Australia pinpointed some of the top pedagogical benefits of using video in education, and some of those are: Increased student motivation. Enhanced learning experience.

Want a daily email of lesson plans that span all subjects and age groups?

sort by none

AI’s single point of failure - Rob Toews

Why can't you put metal in a microwave?

When AI can fake reality, who can you trust? - Sam Gregory

What the fossil fuel industry doesn't want you to know - Al Gore

Whoever builds something here will be rich beyond measure

What happens if you don’t put your phone in airplane mode?

1816: The year with no summer

We're building a dystopia just to make people click on ads - Zeynep Tufekci

What happens if an engineered virus escapes the lab?

Ethical dilemma: Should we get rid of mosquitoes?

Are insect brains the secret to great AI? - Frances S. Chance

How will AI change the world?

Why a sausage can do what your gloves cannot

The 4 greatest threats to the survival of humanity

How do jetpacks work? And why don't we all have them?

Yes, scientists are actually building an elevator to space

How to get better at video games, according to babies

The surprisingly long history of electric cars

Why don’t we cover the desert with solar panels?

How we can detect pretty much anything

Iceland's superpowered underground volcanoes

How to practice safe sexting - Amy Adele Hasinoff

Could we build a wooden skyscraper?

How the world’s tallest skyscraper was built

News and Media

You are here

AI in the classroom

Immersive environments

Gamification

Data-gathering and analysis

More Stories

Get the Educator

An Introduction to Technology Integration

Technology in education

Background material

Watch the launch event

Consultations

Related resources

Related content

Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content

COGNITIVE LOAD

STUDENT ENGAGEMENT

ACTIVE LEARNING

Package Video with Interactive Questions

Use Interactive Features That Give Students Control

Use Guiding Questions

Make Video Part of a Larger Homework Assignment

Acknowledgments

How Important Is Technology in Education? Benefits, Challenges, and Impact on Students

Educational Technology Challenges

The Benefits of Technology in Education

Increased Collaboration and Communication

Personalized Learning Opportunities

Curiosity Driven by Engaging Content

Improved Teacher Productivity and Efficiency

Become a Leader in Enriching Classrooms through Technology

Use of Technology in Education: A Complete Guide

A brief history of technology in education

It creates engaging learning environments

Technology in education prepares students for the future

Improves interaction and communication

Remote access

Fosters creativity and problem-solving skills

Saves teachers' time

How is technology used in education?

Interactive whiteboards

VR & AR

The metaverse

Mobile devices, tablets and laptops

Learning management systems

Projectors & TV screens

Microphones & speakers

3D printers

3D design tools

HD and 360-degree cameras

AI & robotics

Remote learning

Blended learning