Learning and teaching with 360° videos in vocational and professional education and training

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• Introduction

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  • Select activity Introduction

    Introduction

    

    This course was developed to support the design and production of 360° videos as innovative tools for vocational and professional education and training (VPET). Its purpose is to guide teachers, trainers, instructional designers and technical developers through the process of creating immersive learning experiences, offering step-by-step instructions on how to plan, produce and integrate 360° videos into training activities. The course highlights the key decisions to be made, describes good practices and discusses critical aspects to consider during development. By combining practical guidance with insights from real-world projects, this course offers a pathway for integrating 360° videos into VPET, thus supporting the creation of immersive, engaging and effective learning experiences. 

    

    There are four main types of 360° videos that can be developed, ranging from the simplest to the most advanced in terms of technical development. This guide covers all of them—from the most basic format (raw, unedited recordings) to the most advanced (fully edited and interactive experiences). It is recommended to follow a step-by-step progression: start with the basic formats to become familiar with the technology and then gradually move towards more complex levels as your confidence and teaching needs grow. As with traditional two-dimensional (2D) video production, creating high-quality 360° videos can require technical expertise, such as video editing or proficiency with post-production software. However, this course introduces a range of approaches, from intuitive and beginner-friendly tools to more advanced solutions. The guidelines presented in this course are based on evidence gathered from interviews with 17 professionals involved in seven VPET projects that developed and employed 360° videos. Participants included two technical developers specialised in immersive video recording and editing, five instructional designers with expertise in learning design for immersive technologies, nine VPET teachers and two researchers with subject matter expertise in VPET fields (e.g. healthcare, logistics, gastronomy). These perspectives include three areas of expertise: a) pedagogical expertise to harness the educational potential of immersive technologies, b) subject-matter expertise to ensure professional relevance and alignment with training objectives and c) technical expertise to manage video production and editing. 

    The course is structured as follows: 

    • Chapter 1 introduces the basic concepts, educational value and pedagogical foundations for using 360° videos in training. 

    • Chapter 2 outlines the production process, organised according to the Analysis, Design, Development, Implementation and Evaluation (ADDIE) instructional design model (Branson et al., 1975). 

    • Chapter 3 presents case studies from the seven analysed projects, highlighting the lessons learned from the professionals interviewed. 

    

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• Chapter 1. Introduction to 360° Videos and Their Educational Value for Vocational and Professional Education and Training

• Chapter 2. From Concept to Practice: Four Phases of Creating Immersive 360° Videos for Vocational and Professional Education and Training Purposes

• Chapter 3. Examples of Educational 360° Immersive Videos Developed in Vocational and Professional Education and Training in Switzerland
  • Select activity Chapter 3. Examples of Educational 360° Immersive Videos Developed in Vocational and Professional Education and Training in Switzerland

    In this final section of the handbook, we collect a series of fact sheets presenting an illustrative selection of immersive 360° video projects that have been developed and implemented in recent years. We aim to showcase the projects that served as the foundation for the development of these guidelines. However, it should be noted that these are just a few examples of projects carried out in VPET in Switzerland. 

  • Select activity Blood sampling training: Golden standard pro...

    TITLE  Blood sampling training: Golden standard procedure and error analysis TECHNOGICAL COMPLEXITY  Interactive 360° video (edited)  TYPE OF VIDEO  One demonstrative video and one situational video  TARGET AUDIENCE  Healthcare assistance apprentices (upper secondary level), second year   LEARNING OBJECTIVE  Learn the blood sampling procedure   Recognise and prevent potential errors related to it  ADDED VALUE   In the training of healthcare assistants, 2D videos are widely used to teach professional procedures, including blood sampling, and errors related to their execution are analysed. Instructors using this methodology observed that working with 2D videos often led trainees to focus exclusively on technical issues, such as needle insertion, and overlook other important elements, such as environmental factors (e.g. lighting, ergonomics) and socio-relational aspects (e.g. communication between the operator and the patient). Consequently, the instructors expressed interest in using a 360° video to redirect trainees’ attention from the puncture itself to the procedure as a whole.  VIDEO CONTENT  The project involved the production of two interactive 360° videos. The first is a demonstrative video aimed at showing the correct procedure for executing a blood sampling. The interactive 360° video opens with brief instructional guidelines followed by panoramic views of the classroom used as a familiarisation environment in which viewers can move around by clicking on interactive points. The video integrates different types of interactive points: a menu allowing navigation across the different phases, the possibility of switching from two different viewpoints (from the head to the foot of the bed) within the immersive 360° and from the immersive view to a synchronised 2D close-up of the arm and the playback controls (play/pause) available for both the 360° version and the 2D version. The second video is a situational video showing a novice healthcare assistant performing a blood sampling. This video offers the option of alternating between the two immersive 360° views and the 2D perspective.

    STORYBOARD  A detailed scripted storyboard (demonstrative video) with interactive points and an unscripted approach (situational video)  INSTRUCTIONAL APPROACH  Demonstration-based training; reflective approach  SOFTWARE USED  3DVista  FILMING LOCATION  Practical training classroom  IMPLEMENTATION IN CLASS  The teacher first introduced the interactive 360° video and allowed the learners to explore it individually using a set of VR headsets. The teacher then presented the second video, which depicted a novice performing the procedure while making several errors. Each student viewed the second video individually through a VR headset. Their task was to identify the observed errors. To do so, during the viewing, students removed the headset to note the errors on their smartphones, explain their nature and suggest a correct alternative. At the end of the activity, the teacher led a collective debriefing to discuss the observations and reflect on possible prevention strategies. After a break, in the second part of the day, the students engaged in practical exercises—first on an artificial arm and then in pairs—and performed the blood sampling procedure on a classmate.  Assessment was carried out through multiple tools: an initial and a final knowledge test, a questionnaire that assessed learners’ perceived self-efficacy in performing venipuncture and an evaluation of practical performance during the simulation conducted by the teachers using an observation grid.  RESEARCH RESULTS  The pre- and post-tests showed a meaningful increase in students’ theoretical knowledge and in their perceived self-efficacy in performing venipuncture (Amenduni et al., 2024). In particular, the participants demonstrated greater confidence in carrying out the procedure and an improvement in practical competencies, which was also confirmed by the performance evaluations conducted during the simulations.

     

     

  • Select activity Digi-care Project TECHNOGICAL COMPLEXITY Int...

    TITLE  Digi-care Project TECHNOGICAL COMPLEXITY  Interactive 360° video (edited)  TYPE OF VIDEO  Situational video  TARGET AUDIENCE  Nursing students in basic (tertiary level) and continuing education  LEARNING OBJECTIVE  Reflect on situated digital competency requirements, specifically in the patient data security and protection.  ADDED VALUE   The professional situations in which nurses work are dynamic and complex, characterised by multiple dimensions that are difficult to fully capture through a 2D video. Moreover, training curricula have not yet integrated specific digital competencies related to the management and transmission of patients’ clinical information. Observing how digital tools are embedded in nursing practice encourages reflection and helps develop situated digital competencies aimed at effective clinical communication and documentation. In the absence of such competencies in educational curricula, nurses typically become aware of them only upon entering the workplace when they must begin using digital devices and documentation systems. Introducing these experiences during VPET allows learners to explore and practice them in a guided way, promoting authentic and professionally relevant learning.  VIDEO CONTENT  The 360° video consists of two scenes showing key moments of a nursing handover supported by digital devices at the start of the evening shift. In the first scene, nurses Luca and Christine exchange clinical information about a patient, Mrs. Keller, in the hospital corridor. In the second scene, the handover continues at the patient’s bedside. Set in the internal medicine ward of a Swiss hospital, the video follows Mrs. Keller after a morning percutaneous transluminal coronary angioplasty (PTCA) procedure and illustrates how digital tools support accurate and efficient communication between nurses during shift changes.

    STORYBOARD  A detailed scripted storyboard with interactive points  INSTRUCTIONAL APPROACH  Reflective approach  SOFTWARE USED  3DVista  FILMING LOCATION  Hospital unity aisle and patient room  IMPLEMENTATION IN CLASS  A total of 93 students from HFGS Aarau participated in a test designed to assess whether VR-based lessons influenced knowledge acquisition related to patient data security and protection. During the activity, selected interactive points from the full video were used. The video was shown to one group through VR headsets and to another group through desktop monitors, resulting in a lower level of immersion for the latter. To evaluate the effectiveness of the VR-based lessons, the participants completed a questionnaire immediately before and after watching the video. The questionnaire included questions about their knowledge and attitudes regarding patient data security and protection. At the end of the lessons, the knowledge-related questions were discussed collectively, and participants were offered the opportunity to switch groups and experience the video in the alternative mode (VR headset vs. computer screen).  RESEARCH RESULTS  The study showed that trainees in both groups increased their knowledge and awareness of patient data security immediately after the activity and maintained these gains six weeks later. The motivation to apply security measures increased immediately after viewing the video but returned to initial levels over time, although it was already high from the start. Participants using VR headsets reported greater motivation and a stronger sense of immersion compared with those who watched on a computer screen. Overall, VR-based learning promotes deeper engagement and greater sensitivity to data security issues.

  • Select activity Chef Project TECHNOGICAL COMPLEXITY Interact...

    TITLE  Chef Project TECHNOGICAL COMPLEXITY  Interactive 360° video (edited)  TYPE OF VIDEO  Demonstration video  TARGET AUDIENCE  Apprentice chefs (upper secondary level)  LEARNING OBJECTIVE  Learn how to properly receive and store fish  ADDED VALUE   One of the main obstacles to training in the hospitality sector is the wide variation in workplace conditions. Some companies do not handle fish at all, others receive it already processed or frozen, while others face structural constraints, such as outdated kitchens, limited space or a lack of dedicated storage areas. These differences make it difficult for apprentices to gain consistent hands-on experience with key processes.  The 360° video provides a compensatory solution, offering realistic scenarios (fresh fish, spoiled fish and fish in intermediate condition) that all learners can access, regardless of their workplace context. In this way, it ensures a shared foundation of knowledge and initial conditions, overcoming the physical, organisational and structural limitations of individual businesses.  VIDEO CONTENT  Before the main sequence begins, the 360° video offers a short familiarisation phase to introduce the setting: the two-Michelin-star Atelier Restaurant. The video demonstrates the correct procedure for receiving a fish delivery based on an order previously defined by the chef and presents three scenarios: fresh, spoiled and fair-quality fish.  Students review the delivery note, compare it with the chef’s order, check the weight and quality of the fish and verify compliance with any specific requests, such as uniform size. A voice-over explains each step, while the instructor pauses the video at key moments to highlight important details. The video ends with the participant saying goodbye and the delivery driver leaving the truck.

    STORYBOARD  A loosely defined scripted storyboard with interactive points  INSTRUCTIONAL APPROACH  Demonstration-based training  SOFTWARE USED  3DVista and Unity  FILMING LOCATION  Starred hotel kitchen  IMPLEMENTATION IN CLASS  The lesson plan was structured over two days and three phases in ABZ: learning (watching the video), an immediate post-test consisting of embedded multiple-choice questions and a follow-up test three weeks later. The immediate post-test included questions that carried positive, negative or neutral scores, and these were categorised by the instructors as correct, partially correct or wrong. The quiz was delivered directly within the headset. The follow-up post-test, also completed in the headset, was administered three weeks later to assess whether knowledge was retained.  RESEARCH RESULTS  The experimental conditions compared traditional learning with immersive learning. The results showed that, compared with the first group (learning as usual), learning through a 360° video made the task significantly easier to perform. Consequently, this led to a significant improvement in learning outcomes.

     

     

  • Select activity ABU Project TECHNOGICAL COMPLEXITY Interacti...

    TITLE  ABU Project  TECHNOGICAL COMPLEXITY  Interactive 360° video (edited)  TYPE OF VIDEO  Environment video  TARGET AUDIENCE  Logistic apprentices (upper secondary level), second and/or third year, general education learning module  LEARNING OBJECTIVE  Identify 16 damage and defects in a rental apartment as part of the general education thematic unit Housing and Lifestyle.  ADDED VALUE   The added value of the project lies in its ability to assess competencies in a realistic and immersive manner, integrating VR not only as a learning tool but also as a means of performance evaluation. VR enables students to apply their knowledge in authentic contexts that are difficult to reproduce in a traditional classroom setting, offering teachers a more effective way to observe and measure skills. Moreover, the apartment setting offers broad opportunities for realistic observation and analysis, making it suitable for training key competencies, such as attention to detail, environmental awareness and systematic problem detection.   VIDEO CONTENT  The 360° video immerses viewers in an empty apartment, realistically represented as an empty apartment available for rent. At the beginning of the video, the landlord provides the user shift handover to be filled with all the damage and defects identified. Then, from the entrance, the participant can freely move between the kitchen, living room, bathroom and bedroom, carefully observing each detail to identify possible flaws. Examples of the damage to identify include patches of mould spreading across the bathroom walls and near the windows, cracked panes that let in air and moisture, damaged electrical outlets and exposed wires placed dangerously close to water sources. In the kitchen, the oven appears encrusted, the refrigerator is unclean, the faucets leak, and the pipes under the sink are poorly sealed, while the worn or slippery floor poses a risk of falling. Some rooms are poorly lit, while others are cluttered with objects left on the floor that obstruct movement. The experience unfolds entirely in the first person, as if the viewer is an inspector tasked with assessing the apartment’s condition and identifying safety or maintenance issues.

    STORYBOARD  Scripted approach  INSTRUCTIONAL APPROACH  Assessment  SOFTWARE USED  3DVista  FILMING LOCATION  Rental property  IMPLEMENTATION IN CLASS  The trainees in Bzlt were randomly assigned to two groups. The first group inspected the virtual apartment using a VR headset, while the second group completed the same task on a laptop without being fully immersed in the virtual environment. Before and during the inspection, both groups were asked to describe aloud their processes for identifying damage and defects, and all their observations were recorded. After the experiment, participants completed a questionnaire assessing the cognitive, motivational and emotional aspects experienced during the activity.  RESEARCH RESULTS  The results indicated that the participants who used the VR headset identified a greater number of damage and defects than the desktop group. The learners’ motivation to perform the task is the most important predictor of the learners’ performance (Keller et al., 2025).  The results highlight the potential of VR in general education courses, especially for assessment tasks. VR makes it easy to repeat exercises and stimulates several factors that enhance learning, such as motivation, attention, satisfaction and self-efficacy, contributing positively to the overall training process.

     

     

  • Select activity Sterile Dressing Procedure TECHNOGICAL COMPL...

    TITLE  Sterile Dressing Procedure  TECHNOGICAL COMPLEXITY  Interactive 360° video (edited)  TYPE OF VIDEO  Demonstration video  TARGET AUDIENCE  Operating room technician apprentices (upper secondary level), first and second year  LEARNING OBJECTIVE  Describe and correctly apply the sterile gowning procedure.  Identify and maintain sterile and non-sterile areas within the operating room.  Recognise common errors in the procedure (e.g. incorrect steps).  ADDED VALUE   The added value of the 360° video in the context of sterile dressing is its ability to provide students with an immersive and realistic experience of the procedure, allowing them to better understand distances, movements and the layout of the sterile area. The 360° view enables the observation of the scene from every angle. A group of experienced students actively participated in writing the storyboard and performing in the scenes. This direct involvement enhanced their motivation, sense of responsibility and professional awareness.   VIDEO CONTENT  The 360° video provides an immersive view of the sterile dressing procedure in the operating room. The scene follows two main figures: the ‘instrument technician’, who wears the sterile gown and gloves in preparation for surgery, and the ‘assistant’, who supports the former during the dressing procedure. The 360° video depicts different stages: entering the operating room, preparing the materials, opening the sterile pack, donning the gown and gloves and organising the workspace. Each step is accompanied by theoretical reminders and a voice-over explaining the rules of sterility and the correct distances to maintain. Interactive buttons allow trainees to recall theoretical concepts and switch perspectives between the instrument technician’s first-person perspective and the external third-person perspective. A tutorial precedes the video to explain the interactive features. The video demonstrates the best practices in a realistic context, allowing viewers to immerse themselves in the scene, review their own actions and evaluate their performance.

    STORYBOARD  A detailed scripted storyboard with interactive points  INSTRUCTIONAL APPROACH  Learning by design and demonstration-based training  SOFTWARE USED  3DVista and Unity  FILMING LOCATION  Simulation centre CESI  IMPLEMENTATION IN CLASS  The 360° video was implemented in the classroom as a supplementary teaching tool for podiatry and operating room technician students following the theoretical lessons on sterility. To compare the outcomes, it was introduced at two different stages to first-year students (beginners) and second-year students (more experienced). In class, students first completed a prior knowledge test and then watched the video with and without interactive points, freely exploring the immersive scene. Afterwards, through interactive tests developed in Unity, they identified sterile areas and assessed the correctness of the procedures observed. The activity concluded with a reflective debriefing led by the teacher, during which the students were guided to reflect on different topics, such as how to recognise sterile and non-sterile areas within the operating room.  RESEARCH RESULTS  The results collected on a small sample of students (N = 30) showed that the 360° video was an effective consolidation tool for more experienced students. However, for first-year students, merely watching the 360° video was not sufficient to improve learning outcomes concerning the recognition of sterile and non-sterile areas. The combination of viewing the 360° video and participating in a teacher-led debriefing was necessary to achieve improvements in the understanding of sterile and non-sterile areas. This study shows how the complexity of a 360° video can lead to different results, depending on the students’ level of expertise.

  • Select activity Logisticians: Incoming Goods TECHNOGICAL COM...

    TITLE Logisticians: Incoming Goods TECHNOGICAL COMPLEXITY Interactive 360° video (edited) TYPE OF VIDEO Demonstration video TARGET AUDIENCE Logistician apprentices (upper secondary level), third year (preparation for the final exam) LEARNING OBJECTIVE -         Apply prior knowledge -         Communicate with the driver -         Check vehicle safety -         Identify workplace risks (wet ramp, etc.) -         Select the correct industrial truck -         Verify delivery documents Execute or describe unloading and storage -         Reflect on decisions ADDED VALUE The added value of the 360° video is its ability to immerse learners in a realistic warehouse environment, allowing them to move and orient themselves as they would in real life. The school does not have access to ramps, trucks or forklifts, and VR makes it possible to authentically simulate these situations. This creates a bridge between different learning environments—school, workplace and inter-company courses—without interfering with company operations. Therefore, the video makes it possible to visualise, communicate and act within real scenarios, strengthening what has been learned during practical training. VIDEO CONTENT The video opens with an orientation phase outside the warehouse at the main entrance of the building where customers come in. From there, you enter the warehouse and a truck arrives. The learner then welcomes the truck driver in the reception area. Throughout the video, the supervisor’s voice comments on and summarises the decisions made by the trainee, who is carrying out the goods-receiving process (first-person point of view). An interactive point allows the learner to either respond to the greeting or simply observe the scene. Next, the delivery documents are checked: the delivery note opens, and an interactive point allows the learner to compare the packages and identify errors. The scene then moves outside to the truck parked next to the loading ramp. Close-up shots of the truck’s wheel and handbrake let the learner verify whether the vehicle had been safely secured. Afterwards, the viewpoint returns inside the warehouse. The learner climbs into the truck to assess whether the packages have been transported correctly. Inside the warehouse, three industrial vehicles appear; by clicking or looking, the learner selects the most suitable one, and the unloading process begins. The delivery note is signed to confirm receipt, and photos are taken. Finally, the two characters say goodbye to each other.

    STORYBOARD A scripted storyboard with interactive points INSTRUCTIONAL APPROACH Demonstration-based training SOFTWARE USED Unity FILMING LOCATION Planzer company warehouse IMPLEMENTATION IN CLASS Implementation is planned in Spring 2026 RESEARCH RESULTS N/A

  • Select activity Paramedics TECHNOGICAL COMPLEXITY 360° video...

    TITLE  Paramedics  TECHNOGICAL COMPLEXITY  360° video (edited)  TYPE OF VIDEO  Environment video  TARGET AUDIENCE  Paramedic students (tertiary level), first year  LEARNING OBJECTIVE  Understand how to handle a complex emergency safely and in a coordinated manner.  Develop awareness of one’s personal reactions when facing high-emotional impact situations.  ADDED VALUE   The use of the 360° video made it possible to immerse students in complex rescue scenarios, such as road accidents, team communication and safety management, which are difficult to reproduce in real life due to costs, risks and logistical constraints. The immersive experience not only helps develop technical and procedural skills but also stimulates emotional engagement and stress management abilities, making the learning process more realistic and comprehensive.  VIDEO CONTENT  The 360° video is a multi-camera recording of a simulated road rescue scenario. The footage was captured using several cameras, including 360° cameras mounted on the team leader’s helmet, inside the vehicle to show the patient’s perspective and outside the vehicle to provide an overall view of the scene. This combination of angles makes it possible to simultaneously capture the technical, communicative and emotional dimensions of the intervention. The video depicts a traffic accident involving an overturned vehicle with a person trapped inside. A multidisciplinary rescue team composed of firefighters and medical responders arrives on site to assess the safety of the environment, coordinate roles and communication and carry out extrication procedures, such as breaking the windows and cutting the vehicle structure. The viewer is placed at the heart of the action, experiencing the sounds, urgent voices, quick movements and tension in the scene and gaining an understanding of the complex coordination and the importance of safety and teamwork in emergency response operations.

    STORYBOARD  A loosely defined scripted scenario  INSTRUCTIONAL APPROACH  Exposure and follow-Up  SOFTWARE USED  3DVista and Unity  FILMING LOCATION  (Simulated) Road accident   IMPLEMENTATION IN CLASS  The 360° video was used in class as an individual immersive experience, followed by a collective reflection. Each student watched the video through a headset, experiencing the rescue simulation firsthand. Afterwards, the group discussed their perceptions, emotions and observed actions, guided by the instructor. This activity made it possible to analyse the key principles of safety, communication and teamwork within the rescue team.  RESEARCH RESULTS  The results showed that watching a 360° video of a road rescue simulation triggered a psycho-physiological response comparable to that experienced during a real-life simulation. Measurements of salivary cortisol and self-reported stress and activation levels showed no statistically significant differences between the participants who performed the simulation and those who only watched it. These findings suggest that a 360° immersive video can elicit similar emotional and physiological activation to a real scenario, highlighting its potential as an effective training tool for helping rescuers learn to manage stress in high-pressure situations.

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    References

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    Asad, M. M., Naz, A., Churi, P., & Tahanzadeh, M. M. (2021). Virtual Reality as Pedagogical Tool to Enhance Experiential Learning: A Systematic Literature Review. Education Research International, 2021(1), 7061623. https://doi.org/10.1155/2021/7061623

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    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

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    Cummings, J. J., & Bailenson, J. N. (2016). How Immersive Is Enough? A Meta-Analysis of the Effect of Immersive Technology on User Presence. Media Psychology, 19(2), 272–309. https://doi.org/10.1080/15213269.2015.1015740  

    Dalgarno, B., & Lee, M. J. W. (2010). What are the learning affordances of 3-D virtual environments? British Journal of Educational Technology, 41(1), 10–32. https://doi.org/10.1111/j.1467-8535.2009.01038.x  

    Evens, M., Empsen, M., & Hustinx, W. (2023). A literature review on 360-degree video as an educational tool: towards design guidelines. Journal of Computers in Education, 10(2), 325–375. https://doi.org/10.1007/s40692-022-00233-z  

    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   

    Ghisla, G., Boldrini, E., & Merlini, F. (Eds.). (2024). Didattica per Situazioni. Approcci e proposte per la formazione professionale in alternanza. Erickson.

    Ghisla, G., Boldrini, E., Gremion, C., Merlini, F., & Wüthrich, E. (Eds.). (2022). Didaktik und Situationen. Ansätze und Erfahrungen für die Berufsbildung. hep.

    Jiang, H., Zhu, D., Chugh, R., Turnbull, D., & Jin, W. (2025). Virtual reality and augmented reality-supported K-12 STEM learning: trends, advantages and challenges. Education and Information Technologies, 30, 12827–12863. https://doi.org/10.1007/s10639-024-13210-z

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    Authors
    Volpe Andrea Carla
    Amenduni Francesca
    Tela Alice
    Salzmann Patrizia
    Cattaneo Alberto

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    This learning unit is licensed under CC BY-NC-SA 4.0, unless otherwise stated for specific content.

    Recommended citation
    Volpe, A. C., Amenduni, F., Tela, A., Salzmann, P., & Cattaneo, A. (2026). Immersive learning. Learning and teaching with 360° videos in vocational and professional education and training.  Swiss Federal University for Vocational Education and Training (SFUVET).

    Licensed under CC BY-NC-SA 4.0. 

    © 2026 Swiss Federal University for Vocational Education and Training (SFUVET)