A meta-analysis on learning from 360° video

Learners are increasingly experiencing 360° videos across educational environments, including within spherical video virtual reality (SVVR) environments. Although 360° videos may offer an immersive experience, it is not yet clear if they offer any broadly generalizable learning benefits compared to other conditions. In this study, we conducted a three-level meta-analysis to examine the effects of 360° videos on learning compared to other learning conditions. Results show no significant benefit nor detriment from learning with 360° videos. We also found few factors which significantly moderated the effect. We conclude that if supporting cognitive learning outcomes is the goal, as opposed to affective or perceptive outcomes, there are likely other technologies that may be more resource efficient for supporting learning. Additional implications for research and practice are discussed.