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

National Educational Framework Curricula (State Secretariat for Education, Research and Innovation [SERI] or Professional organisations [POs])

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School Learning Plan

Check whether immersive 360° videos already exist for the educational content you are interested in

Even if similar solutions exist, avoid mere replication. Focus on analysing specific processes to develop tailored approaches that uncover new opportunities and drive innovation.

Choose if you want to develop the 360° video autonomously or in a team

Our experience suggests that developing 360° videos in a team of diverse competencies can be an excellent choice, particularly for teachers creating their first immersive content and aiming for a high-quality video to be reused multiple times. Depending on the context, a teacher may also choose to work independently—an approach that can be equally effective and, in some cases, even preferable—by following the steps outlined in these guidelines.

Familiarise as much as you can with 360° immersive videos

If you work in a team, it is recommended to set up a preliminary meeting with all the people involved in the development of the 360° video (usually a VPET teacher and an expert in educational and immersive technologies). If you are a teacher with no prior experience in the creation of an immersive 360 video for VPET, we suggest beginning the meeting with a showcase of several examples of 360° videos to be viewed with a VR headset. It is highly recommended to include a hands-on activity in which teachers can explore VR headsets and 360° videos to personally experience the impact of immersive technology (e.g. entering a virtual room and interacting within a virtual space). This experience helps teachers to familiarise themselves with VR technology and better define its added value for their specific teaching context.

If you work autonomously and do not have a VR headset, consider borrowing one to experience 360° videos with a VR headset personally. For this purpose, it can be helpful to watch examples of 360° videos, for example, using the YouTube VR (for Meta Quest) app or a catalogue of 360° immersive video examples.

Reflect on how 360° immersive videos could be used in specific educational contexts to obtain a sense of how you could use them in a classroom setting

Whether you are working autonomously or in a group, this is the moment to pause and reflect on a few key questions before proceeding:

• What is the general potential of 360° immersive videos based on my own experience with this technology, for example, in terms of interactivity, immersion or emotional impact?
• What are my intended learning outcomes, and how might a 360° video specifically support them?
• What does a 360° video offer for my teaching purposes that cannot be achieved through other formats (e.g. 2D videos, text descriptions, interactive materials)?
• Can learners benefit from ‘being there’ virtually—for safety, empathy, realism or exploration of otherwise inaccessible environments?
• Can this video be reused or adapted for different learning contexts or audiences in the future?

As highlighted in this interview excerpt, teachers can compare 360° videos with traditional teaching materials, such as static images, to consider their added value. Using these guiding questions can help you make a more informed and purposeful decision about whether creating a 360° immersive video is the right choice for your instructional goals.

• Take the time to fully immerse yourself in different 360° environments. Give yourself the possibility to reflect, rewatch and experiment—that is, actively engage with 360° videos. Experiencing the medium firsthand is essential to truly understand its potential and limitations.
• Explore existing 360° immersive experiences that relate to your teaching subject. Studying examples can spark ideas, highlight best practices and help you envision how this technology could support your own instructional goals.
• Be mindful that creating a 360° video can be time- and resource-intensive, especially if your project demands high production quality or technical complexity. For this reason, it is important to carefully assess the added value this medium offers compared with more traditional formats before committing to development.

Take into consideration all the different possible target groups

If you are developing a resource for different target groups, it will need to be designed to work for all groups and for each individual at the same time.

Decide the scope of the resource

a) Aimed at a broad group of learners – suitable for use across different school years or professions.

b) Aimed at a specific target group – designed for a specific module and school year.

Some teachers or trainers prefer to reuse the same video with multiple target groups due to limited resources. This approach offers an ‘ecological’ solution, as it allows diverse tasks and learning situations to be addressed efficiently using the same material. This is possible only if you think from the beginning about building the resource to cope with different groups.

If you plan to reuse the same video with multiple target groups, think from the beginning about building the resource to cope with different groups. In this case, the learning situation might become more complex to develop, and designing the resource might require more time and effort.

Define a broader topic

In line with the defined target group (Sub-Phase 3), determine whether the topic is highly specialised, targeted to a specific group or general—that is, suitable to a broad audience. For example, an interviewed VPET teacher chose to use a 360° video for a specific technical medical procedure to be practiced and assessed within a determined module in the second year (see Blood Sampling Project).

In another case, one teacher used the same 360° video across multiple school years because its complexity allowed it to be adapted to different levels of expertise. In this case, the focus is on safety in the second year, while it may shift to communication and leadership in the third year (see Paramedics Project).

Establish the macro learning objectives

Clearly define the general goals you aim to achieve with the project. The learning objectives must align with the relevant professional standards, and you may, of course, rely on existing school curricula and National Educational Framework Curricula for the occupation/profession to help you define the macro objectives. Alternatively, you can start from the relevant needs of your target group (e.g. topics that are particularly difficult for them) and ensure that the needs align with the learning objectives.

As previously mentioned in the interview excerpt, learning outcomes should be aligned with the affordances offered by the technology.

Exclude what is not technically feasible

Clearly distinguish between what is technically feasible and what is not. Sometimes, we may want to implement ideas that are currently only possible in theory, as technology still has limitations.

In addition, consider resource constraints, such as the skills available to carry out the project and the technical tools at your disposal. Therefore, stay focused on achievable options and exclude those that are not feasible.

It may be useful to re-specify the learning objectives once the storyboard has been developed (Sub-Phase 7).

Create a template to define the following:

• The competencies to be achieved with the immersive 360° video.
• The challenges faced in the professional situation by learners.
• The practical learning tasks required to achieve these goals (see Table 8 related to ABU Project).

Table 8. Example of a practical learning task

1. Choose one or more specific instructional approaches to align with your learning objectives

Based on the defined learning objectives and your pedagogical expertise, select one or more instructional approaches to effectively design or integrate a 360° video into a meaningful learning scenario. The chosen instructional approach will shape the video design, especially during the storyboard development stage (see Sub-phase 5, step 3). Table 9 illustrates the learning objectives, with examples of instructional strategies identified through interviews with educators and educational technology specialists, as well as the projects in which they were applied. 

Table 9. Learning objectives aligned with examples of instructional approaches.

2. Apply key design principles to maximise educational effectiveness

Inspired by multimedia learning theory (see Mayer, 2020; Mayer & Fiorella, 2022), these principles include the following: 

Guiding learners’ attention to relevant elements (signalling principle)
A 360° video is an immersive and visually rich 3D environment that can make it easy for learners to overlook important information. To address this, highlight key aspects using visual cues, such as arrows or circles. In 360° experiences, spatial audio is a particularly powerful form of signalling, for example, using directional sounds to prompt learners to turn their heads towards a specific part of the scene.

Providing audio explanations of what is happening (modality principle)
Especially in procedural or instructional videos, include spoken narration to describe the actions and processes occurring in the video. This helps reduce cognitive load and supports a deeper understanding.

Segmenting complex content into smaller parts (segmenting principle)
When the content is lengthy or conceptually dense, divide it into shorter, manageable segments or ‘chapters’. This allows learners to process the material more effectively and improves retention.

Activating prior knowledge
Tailor the experience to different levels of learner expertise by including elements that connect with what they already know. This helps learners integrate new information with existing mental models.

If you choose to develop an interactive 360° video, an additional principle must be applied:

Designing meaningful interactions
Avoid adding interactivity merely for the sake of engagement. Instead, ensure that any action required by learners is pedagogically meaningful, supporting reflection, exploration or decision-making that enhances learning outcomes.

3. Determine at which stage of the learning sequence you want to integrate the 360° video

You can use established instructional design frameworks, such as Gagné’s nine events of instruction, situation-based didactics (Ghisla et al., 2024), the AVIVA model or Kolb’s experiential learning cycle, to determine at which stage of the learning sequence you want to integrate the 360° video. The video can be a very effective tool, but it is not necessarily used in every phase; its integration depends on the specific learning objectives of the training project. Table 10 provides a more detailed overview of the phases in which a 360° video proved to be particularly useful for a specific project—that is, the Blood Sampling Project. 

4. Choose the appropriate assessment approach

Define assessment methods coherent with the learning objectives.  You can assess competencies in relation to the 360° video. For example, in the ABU Project, learners were assessed based on the number of defects they correctly identified in the virtual apartment. You can also embed multiple-choice quizzes within the 360° video, as in the Chef Project, although this requires more technical expertise than using a quiz outside the virtual environment. Finally, you can also include a reflective assessment approach. For example, in the Blood Sampling Project, learners identified errors, explained why these were errors and proposed prevention strategies. Teachers assessed the quality of open-ended responses using pre-defined criteria. Table 11 presents the different dimensions of learning outcomes (factual knowledge, procedural knowledge and knowledge transfer) that you would achieve, along with their definitions and examples of assessment methods (Makransky & Petersen, 2021). 

Table 11. Knowledge dimensions and examples of assessment methods.

1. Select a situation that enable learners to achieve the learning objectives you have already defined

Based on the added value that 360° videos can provide, along with the previously defined learning objectives and desired outcomes, identify which learning situations are best suited for representation through an immersive video. Consider how to effectively leverage the unique affordances of the 360° format for the chosen context.

2. Select and align the learning situation

Review the relevant curriculum and check that the situation is clear, relevant and aligned with the intended learning objectives. For example, you can refer to a database of standard situations or to scenarios already provided by the national educational framework curriculum to help you choose and define a learning situation that is already aligned with specific learning objectives.

3. Decide how you want to represent the situation

Once you have selected the learning situation to be represented, decide on the format in which it will be recorded and presented. For example, you may choose to depict the following:

– An unscripted or real-world professional scenario

– A scripted and acted scenario

Each format involves different trade-offs, balancing factors such as preparation time, control over the filming process, authenticity of interactions and alignment with learning objectives. Table 12 summarises the main advantages and disadvantages of the unscripted and scripted approaches.

Table 12. Advantages and disadvantages of unscripted and scripted approaches

A loosely defined script is an intermediate option between an unscripted or a fully scripted approach. This represents a broad narrative outline or framework that defines the main storyline, the sequence of scenes and the key actions or situations without prescribing detailed dialogues or actions. It serves as a flexible guide that balances structure and spontaneity, allowing space for natural interaction and improvisation.

4. When planning the filming, ensure that the space and resources fit the learning goals.

For example, (1) if best practice requires a professional to avoid touching objects in the environment, a very small filming space may make it difficult to perform the activity correctly (e.g. Sterile Dressing Procedure Project), or (2) if you need to show how to position the nursing cart in front of a patient, there must be sufficient space within the filming room to do so (see Digi-Care Project). 

Collaboration between VPET teachers and professionals ensures that the selected situations are both pedagogically meaningful and professionally relevant and authentic.

Adopt a cyclical approach that links the definition of the learning situation to the specific competencies to develop, allowing for iterative refinement and alignment with educational goals.

One teacher noted that in the future, he would prefer to create 360° videos featuring open-ended scenarios rather than overly detailed ones with fixed outcomes. According to the teacher, open-ended situations promote broader reflections and encourage learners to ask questions that can later serve as the basis for discussion or assessment, depending on the intended learning objectives.

Take the time to reflect on the competencies needed—knowledge, skills and attitudes—to address the situation effectively and professionally. Consider whether these competencies align with the learning objectives identified in Phase 3. Use this reflection as an opportunity to refine and adjust the learning objectives to ensure that they are fully aligned with the demands of the situation.

1. If you are working in a team, identify a project manager (otherwise, skip to point 2).

If you are working in a team, especially on projects that go beyond the realisation of a simple 360° video, assigning a project manager is useful for coordinating the resources involved in the project.

2. Identify which technical resources are available and which need to be acquired.
The basic resources required to produce a 360° video include:

If you do not have all the resources yourself, consider collaborating with the Swiss federal university for vocational education and training (SFUVET) or other institutions that can rent you the infrastructure. The available resources can affect the decisions you will make in subsequent phases.

Another fundamental resource to consider is the location where the scene will be filmed, along with any materials or equipment that need to be featured in the video (e.g. professional tools, instruments or furnishings relevant to the setting). It is important to assess whether the location is readily accessible, needs to be rented or can be provided free of charge through partnerships, such as through collaborations between VPET schools and workplaces. Such arrangements have proven effective in several case studies, including those involving Chef Project, Logistician Project and Digi-Care Project.

3. Organise the project schedule.

Based on the evidence collected, the next step is to estimate how much time you (and each member of the group in the case of a collaborative project) can realistically allocate to the project, considering each phase of the production process. If you are working in a team, share the organisational plan with all members to ensure alignment and confirm that everyone agrees on the scope and timeline. Should you (and your team) conclude that the project is too ambitious, given the available resources, do not hesitate to simplify the plan. This might involve refining the selected learning situation or reducing the complexity of the interactive elements you aim to implement to create a more manageable and achievable project.

1. Establish a narrative sequence divided into scenes

It is essential to develop a coherent narrative sequence—a well-structured timeline that clearly outlines the story to be told or the procedure to be demonstrated. This becomes particularly important when recording a scene longer than 2–3 minutes or one that involves switching between two or more environments. In such cases, it is highly recommended to list and number the different scenes you intend to include. To see the connection between a storyboard and its video, check out the 360° storyboard filled examples and watch the video here.

2. Establish the characters involved in each scene

It is important to define the roles of the characters involved in each scene. This helps determine how many actors will be needed on the day of filming and the level of acting skills required. For example, in the Sterile Dressing Procedure Project video, two nurse students played the roles of the scrub nurse and the circulating nurse. As the video was procedural in nature, professional actors were not necessary. However, if the content focuses more on emotional or communicative aspects, involving experienced actors may be a more suitable option.

3. Provide a description for each scene

After defining each scene, you should provide a detailed description of what happens in the scenes. This includes capturing every element as precisely as possible.

In the context of a 360° video in which communication plays a critical role, scene descriptions should not only focus on verbal exchanges but also emphasise non-verbal cues, including body language, interpersonal dynamics and proxemics. Each action must be described in detail, particularly the actors’ movements: where they go, how they move and why. This level of specificity is essential because it directly influences the placement and orientation of the 360° camera within the scene.

4. Provide audio for the video and define the duration of each scene

The 360° video can incorporate the following elements:

• Dialogue between actors

Specifically for procedural videos, voice-over narration can also be used to explain what is happening within a scene. These descriptions should strike a balance between comprehensiveness and conciseness to convey the necessary information without causing cognitive overload for viewers. Defining the dialogue and voice-over in advance can help estimate the approximate duration of each scene. For example, by timing how long it takes to deliver a line of dialogue along with the corresponding voice-over explanation, you can get a rough idea of how long the scene will last.

Table15 presents how each phase of a scene is aligned with its detailed description, the corresponding dialogue or voice-over and the estimated duration.

Table15. Sterile Dressing Project: An example of alignment in the storyboard between dialogue and scene description 

Choose the point of view (first- or third-person point of view)

When developing a storyboard, it is important to choose a video perspective based on the desired learning and emotional effects. Different perspectives support different goals: for example, enhancing empathy, showing fine motor skills, clarifying spatial arrangements or presenting interactions among multiple actors. In some cases, combining perspectives can produce the most effective learning experience. For example, in the Blood Sampling Project, two perspectives were intentionally integrated (Table 16): a first-person close-up of the arm (Figure 3) to highlight the manual procedure and a third-person view of the entire room (Figure 4) to illustrate key environmental factors, such as the position of the bed, material preparation and the healthcare assistant’s posture in relation to the patient.

Table16. Advantages and disadvantages of the third- and first-person points of view.

Consider all the technical elements required to produce each scene 

In the storyboard, it is helpful to draw or insert a sketch that illustrates the scene from the intended point of view. In addition, it is highly beneficial to visualise and indicate the position of the camera based on the depicted scenario. Continuing with the example of the Sterile Dressing Procedure Project, you can include a sketch, such as the one below (Figure 5).

Figure 5. Sketch of the scene in the Sterile Dressing Procedure Project

Note: In this example, the red circle represents the placement of the 360° camera within the scene, which helps clarify spatial orientation and ensures accurate staging during filming.

7. For interactive 360° videos, define the interactive points and possible interaction within the 360° video

You can choose to transform a basic 360° video into an interactive 360° video. This means that users will not only watch the video but also actively engage with it through interactive points they can click on. However, proceed with this option only if it will meaningfully support your learning objectives and is feasible, given your available resources. Keep in mind that producing an interactive 360° video requires significantly more technical expertise than creating a basic 360° video.

8. Check if the content developed is coherent with professional standards and professional realities

If available, consult a dataset or a collection of professional scenarios that align with the situation depicted on your storyboard. These may include original video recordings captured in real professional environments, such as in the Digi-Care project, or written descriptions of authentic situations featured in professional curricula.

9. Ask for feedback on the storyboard

Creating a storyboard is a crucial step in the development process, but it can feel overwhelming, especially if it is your first time. If you are working alone, it is highly beneficial to seek feedback from other experts in the field. You can also consult specialists in educational and immersive technologies at the SFUVET for guidance. During the interviews, many VPET teachers emphasised the value of receiving feedback not only from subject matter experts but also from individuals outside the domain. Feedback from non-experts often helps clarify elements that might have been unintentionally overlooked, as explained by the teacher.

If you are working as part of a team, storyboard development becomes an iterative and collaborative process. Typically, the domain expert (often a VPET teacher) begins by drafting the content. This initial version is then refined through ongoing support and input from educational and immersive technology specialists.

10. Final validation of the storyboard

This final stage clearly defines what must be filmed during the video recording days after incorporating the feedback received in the previous phases.

Example of a materials list

The golden ruless for 360° video recording

Video-recording tools:

1) a 360° camera with a charger, 2) SD card, 3) smartphone with camera software, 4) tripod (for the third-person point of view) or a head-mounted bands(for first-person point of view); 5) one laptop (for checking the recordings and uploading them to the headset) 

1. Inspect the location where the scene will be filmed

Conducting a preliminary on-site inspection is highly recommended, as it enables a thorough assessment of the location’s suitability and helps identify any additional requirements. Only by visiting the site can you gain a clear and accurate understanding of what is needed in terms of props and technical equipment. For instance, if the space lacks adequate lighting, supplemental lighting may be necessary (the golden rules for 360° video recording).

It is also crucial to determine which materials and supplies are required to meet the intended learning objectives and achieve the desired level of physical realism. This includes identifying key props and set elements. To enhance authenticity, ensure that all necessary professional equipment is incorporated into the scene.

It is also advisable to bring a 360° camera during the inspection to test different camera angles and perspectives (see Sub-Phase 9: Video recording of the 360° scenario, Steps 3 and 5). This allows you to evaluate which positions will work best on the actual day of filming and to ensure optimal framing and coverage.

2. Create a list of the materials you will need on the filming day

It is important to arrive at the filming location with all the necessary materials and equipment ready for use. This preparation ensures a smooth recording process and helps prevent any critical items from being overlooked.

A basic list of materials may include:

• A 360° camera with charger
• SD card
• Smartphone with camera software installed (e.g. Insta 360° app or Qoocam)
• Tripod (for the third-person point of view) or head-mounted bands (for the first-person point of view)
• One laptop (for checking the recordings and uploading them on the headset)

Additional materials to improve the video recording quality may include:

• Lavalier microphone

Additional materials to create the interactive points contents (only for interactive video):

• One camera (also a good smartphone can be sufficient)

3. Develop an organisational plan for the filming day

This guideline is particularly important for the video recording of a fully scripted scenario. You can skip this step if you plan to record a non-scripted scenario. Plan the video-recording session based on the storyboard you have prepared.

We recommend allocating time for at least one rehearsal per scene and recording at least two takes of each scene. Based on our experience, a video-recording day for a fully scripted scenario can last 4–8 hours.

For complex scenarios, consider involving additional technical support. You can find an example of the organisational plan here.

4. If actors are involved, create clear acting guidelines for them

Regardless of whether the actors are professionals or amateurs, it is essential that they know exactly what is expected of them. In addition to the storyboard, provide clear filming instructions adapted to the situation.

Guidelines should include instructions on how to interact with a 360° camera and profession-specific guidance when relevant. An alternative practice is to involve actors with expertise in the occupational field.

5. Test the camera

Camera checks should include:

• Testing battery life and preparing a replacement battery
• Checking for overheating during extended use
• Evaluating camera placement and filming angle
• Ensuring secure mounting

If possible, bring a backup 360° camera and review test footage with a VR headset to assess immersion and identify potential side effects.

1. Re-test the camera

It is important that, on the day of the recording, ideally before arriving on set, you test the camera one more time.

• Check the battery life.
• Check the memory capacity of the SD card.
• Control the support for the camera (tripod or head-mounted bands).
• Ensure that the camera lenses are clean before the shoot.

2. Set the location for video recording

Time to prepare the filming environment is often limited; thus, it is crucial to optimise each step of the setup process. Recreate the environment you designed on the storyboard, strategically placing objects and adjusting the brightness of the space.

Lighting conditions can vary significantly depending on the location, so take time to observe the space carefully and make any necessary adjustments to ensure optimal visibility and image quality.

In addition, make sure to remove any objects that are not relevant to the scene. As a 360° camera captures footage in every direction, it is essential to ensure that nothing unintended or distracting appears in the final recording.

3. Position the camera accurately

One key consideration is the height of the camera operator relative to the person being filmed. Ideally, interactions should take place with the camera positioned at the viewer’s eye level to create a more realistic and engaging perspective.

The field of view can be limited, and certain actions may not be clearly visible in the final footage. In such cases, it may be necessary to trim or supplement the video with additional images to ensure clarity and coherence (the golden rules for 360° video recording).

4. Support the actors

Have the actors understood everything? Are they comfortable in their roles, natural and not anxious? You can schedule a moment to recap the most important do’s and don’ts (check the guidelines for actors) and help them ease into their roles. 

5. Record the video using a 360° camera

During video recording, the crew must remain outside the room to avoid being captured on camera, as 360° cameras record in all directions. For this reason, the video director must maintain control over the scene remotely. To achieve this, you can use the smartphone app provided by the 360° camera manufacturer to monitor the scene in real time from outside the recording space. This setup allows you to see what is happening visually but does not provide audio monitoring. If audio is an important component of your scene, it is recommended that you use at least one external microphone connected to a computer. This setup enables the simultaneous monitoring of both video (via the smartphone app) and audio (via the computer). Alternatively, it is advisable to listen to the recordings—even from outside the filming room—to ensure that the dialogue and sounds are clear and understandable. The VPET teacher or domain expert should take responsibility for this role. They are also in charge of ensuring that the recorded content aligns with the storyboard and confirming when a scene has been successfully completed. 

6. Ensure that the footage was captured effectively

Using a checklist can help verify that everything has been properly captured. This checklist should include not only the visuals but also the audio.  

1. Export the video footage to your computer using camera software

To transfer the recorded videos to your computer, you will need to use the software that comes with your 360° camera. You can export the videos either directly to your local drive—provided that there is enough available space—or to an external hard disc drive.

Most camera software also allows for basic trimming, such as cutting the beginning and end of a video. If you need support, watch the video tutorial on how to use the proprietary software of the 360° cameras (example here).

2. View the video in 360° mode on a desktop computer

To view your 360° video on a desktop computer, you need to download software such as the VLC player, which is available on both the Windows and Mac app stores or directly from the official VLC website (link).

This software allows you to watch 360° videos on your desktop and rotate the view using your mouse.

or

3. View the video on a VR headset

In this case, you have two options:

• Upload the video to YouTube VR as an unlisted (private) video.
• Transfer the video manually from your computer to the appropriate folder on your VR headset.

For more advanced editing options, please refer to Sub-Phase 11 of this guide.

1. Organise the video footage

Create a clear folder structure to organise all recorded videos and give each file a descriptive name to avoid confusion. This will make the import process in the video editing software (e.g. Adobe Premiere Pro) much easier, especially if you’ve recorded the audio separately using an external microphone.

Organise the folders in a way that allows you to easily match each video with its corresponding audio file and quickly synchronise them (Table 19).

Table 19. Dtatabase of recorded videos: 3DVista - Sterile Dressing Procedure Example

2. Import the video to another video editing software

After selecting the clips you want to use, import them to your chosen editing software (e.g. Adobe Premiere Pro or other video editing tools). Choosing the appropriate clips and images is crucial, especially if you use multiple cameras. Always keep your original goal in mind.

3. Cut and organise the clips

Use the editing tools to cut out any unnecessary or repetitive parts, following the guidance received, to make the narrative smoother and more effective. However, when editing 360° videos, it is important to cut them thoughtfully. Abrupt cuts can reduce viewers’ sense of immersion. Edits should either be as seamless and ‘invisible’ as possible or they should be clearly narrated and contextualised so that viewers do not feel lost.

4. Improve the quality of the audio, if required

By using software such as Adobe Audition or Audacity, you can edit the recorded audio to enhance its overall quality. Basic improvements could include reducing background noise, adjusting volume levels, removing unwanted clicks or pops and equalising the sound to make voices clearer and more pleasant to listen to. Even small adjustments can make a big difference in the final results.

5. Synchronise the audio with the video clip

If you used an external microphone, this is the time to synchronise each audio track with its corresponding video clip (e.g. three clips → three correctly assigned audio tracks). It is essential that audio and video remain perfectly aligned to avoid any latency or noticeable mismatch for the user (Figure 3).

6. Export the edited video and import it to the editing software to create the 360° video

Once the editing is complete, export the file and upload it to the software dedicated to creating immersive videos.

If required, add interactive elements

Take the interactive points storyboard you have already created as a base in Sub-phase 11.

Upload the video to 3DVista

Import the video to 3DVista to complete the 360° integration. If you are working with other experts, plan for three rounds of review: an initial draft, a mid-stage evaluation and a final review. Validate each step with the technical team to ensure consistency with the defined educational and technical specifications.

VR headset

Laptop

Wired headphones

External storage

One or two desktop computers preloaded with the 360° video

Power strips

VR hygiene wipes

Tools for quizzes ( e.g. Qualtrics or Moodle)

1. Integrate the 360° video into a lesson plan

The 360° video should be embedded within a well-structured and logical instructional sequence. To do this effectively, it is essential to develop a comprehensive lesson plan that outlines all the intended learning activities, the time allocated to each and the materials required. You can refer to the work completed during the analysis phase—that is, when you have already identified the target audience, the learning objectives and the instructional approach—to help shape your lesson plan.

At this step, you are transforming your initial design into an actionable programme. The following guide questions can support your planning:

What types of activities should precede the viewing of the 360° video? (e.g. activating prior knowledge, introducing learning objectives)

What activities should take place during the viewing? (e.g. interacting with embedded interactive points, observing specific aspects of a professional situation)

What should follow the video? (e.g. teacher-led debriefing, simulations or role playing)

When and how will you assess the learning objectives and the added value brought about by the 360° video?

How much time can be dedicated to each activity?

When preparing your lesson plan, also consider all the materials needed on the day of implementation.

2. Prepare your assessment materials

Evaluation can take place at two primary levels: a) perceptions (of students and/or teachers) and b) learning outcomes (of students).

Perceptions

Students’ perceptions offer valuable insights into the subjective experience of using the 360° video. The key dimensions to consider include the dimensions shown in Table 22, and quantitative or qualitative methods can be used to collect the data.

Table 22. Examples of survey dimensions in students’ perceptions

Teachers’ perceptions may be assessed using similar dimensions, with the addition of aspects such as instructional effectiveness and cost effectiveness compared with traditional or alternative teaching methods.

Learning Outcomes

Learning outcomes focus on measurable improvements in students’ knowledge, skills and attitudes resulting from the 360° video experience. These can be evaluated through a range of indicators (see Table 11 on p. 13, inspired by Makransky & Petersen, 2021).

This two-tiered approach allows for a more comprehensive evaluation of the 360° video’s impact, balancing subjective perceptions with objective indicators of student learning.

3. Reserve your room in advance

Figure 5. Paramedics Project classroom settings

Be sure to reserve a room in advance that provides enough space for students to use VR headsets comfortably (see Figure 6 for an example).

Casella di testo 4, Casella di testoPlan for sufficient space between students (approximately 2 meters) to ensure safety and comfort during use. This means that you should allocate at least this amount of space for each student, along with a minimum of 1 meter of distance between them, to ensure safety and comfort during use.

If a large room is not available, consider splitting the group into two separate rooms to ensure a safe and effective learning environment. In this case, it is recommended that a second teacher or technical support staff member supervise and assist both groups. It is also advisable to choose a room with a reliable internet connection, especially if you plan to use online tools for quizzes, tests or other interactive modules.

4. Prepare your students

Determine if any of the students have conditions that could prevent them from using a 360° video in immersive mode (see Chapter 1, Inclusivity and Accessibility section, p. 7). This will allow you to plan an appropriate alternative for the students.

What has additionally proven to be helpful

• You may consider seeking support from researchers or individuals with strong expertise in evaluation methods to receive feedback on your assessment approach. They can also assist you in identifying examples of validated measurement scales.
• If other teachers are involved in the implementation of the 360° video lesson, it is recommended that a preliminary training session be conducted. During this session, teachers can try the VR headsets themselves and become familiar with the lesson plan. This approach was successfully applied in the ABU project, for example.
• If you work in a VPET school with a large number of students, you might consider conducting a more structured evaluation, as was done in the Chef Project. In that case, the school divided the students into two groups: one group used the VR headsets, while the other followed a traditional lesson. All participating teachers were informed in advance about the evaluation process and were instructed to deliver the same content to both groups to avoid biasing the results. Such studies are not about declaring one method (e.g. using a 360° video) as universally better, but they help identify the strengths and limitations of each approach and clarify in which contexts 360° video can be most beneficial for learners.
• In class, it is always advisable to have a second VR headset available so that you can charge one while using the other, alternating them between participants to avoid slowdowns or interruptions caused by low batteries. If necessary, schedule breaks between sessions (e.g. after two participants) to allow recharging and ensure the continuity of the activity.

Get Your Students Ready

1. Start with an Introduction

Purpose: Present your learning objectives and outline the structure of your lesson.

Optionality: Recommended.

When: Usually at the start.

How: Give a verbal briefing or use a PowerPoint presentation on how to use a 360° video.

2. Check What They Already Know (Pre-test)

Purpose: Assess your students’ prior knowledge so you can tailor activities and measure learning gains later.

Optionality: Optional but highly valuable for improving your course.

When: Before the immersive 360° video activity.

How: Conduct a knowledge test (e.g. using multiple-choice or open-ended questions).

3. Provide a VR Tutorial

Purpose: Make sure your students know how to operate VR headsets and interact with 360° environments.

Optionality: Required for first-time users.

When: At the start of the first VR lesson. Skip it in later sessions if students are already familiar with it.

Variants: Show a video walkthrough, conduct a live demo or give them a printed quick-start guide.

Deliver the Immersive Experience

4. Run the Immersive Activity with a 360° Video

Purpose: Engage your students in a situated, interactive learning experience.

Optionality: Required.

When: Whenever your students are ready to watch the 360° video. This is the core of your lesson.

How:

Single viewing with guiding questions

Multiple viewings (e.g. initially without interactivity and then with hotspots)

Paused sections for discussion and reflective activities

Assess and Debrief

5. Test What They Learned (Post-test)

Purpose: Measure immediate knowledge gain.

Optionality: Optional but highly valuable for course improvement.

When : After the immersive activity with the 360° video. You can also do this later to assess medium-term and/or long-term retention.

Variants: Conduct the knowledge test again (e.g. using multiple-choice or open-ended questions).

F. Debrief and Obtain Learner Experience Feedback

Purpose: Collect data on your students’ immersion, cognitive load and perceived relevance.

Optionality: Optional but highly valuable for course improvement.

When: Immediately after the immersive activity or later to capture more reflective responses.

Variants: Likert-scale questionnaire, short interviews, group discussion.

Encourage Reflection and Application

6. Facilitate Reflective Activities

Purpose: Deepen understanding through discussion and critical analysis.

Optionality: Recommended.

When: After the immersive activity; can also take place between viewings.

Variants: Whole-class debate, think–pair–share, written journals.

H. Provide Procedural Practice

Purpose: Help students apply the skills learned in the 360° video to real-world tasks.

Optionality: Optional, depending on your learning goals.

When: After the immersive activity or as a follow-up session.

Variants: Role play, simulated environment, hands-on practice with rubrics.

What has additionally proven to be helpful

In the Digi-Care Project, a 1) ‘user manual’ was developed. This guide was designed to support other teachers in downloading the 360° video and gaining practical ideas on how it can be integrated into their own teaching practices. It includes a description of the video scenes, clearly stated learning objectives linked to competencies, user instructions for setting up and using the VR equipment, a list of required materials and a 2) ‘guide to the interactive points’ in the video, detailing their content, timing and related objectives.

If students feel uncomfortable using the VR headset (e.g. headaches, dizziness), it may be helpful for them to take a short break. In most cases, the symptoms are short lived, and the immersive experience can continue. It may be more comfortable for students to watch the 360° video while seated.

At this stage, collaborating with researchers can be beneficial. Researchers may be interested in supporting your analysis. Such partnerships are mutually advantageous: Schools and teachers can focus more on instructional activities while saving time on data analysis, and researchers have the opportunity to test empirical hypotheses in authentic, real-world educational settings.