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Recently, 360-degree video technology (360VT) received considerable attention in the field of computer-assisted language learning as it creates authentic and immersive virtual reality environments to assist the language learning process. However, not many studies focused on applications of 360VT to assist the evaluation of learner' performance and providing them with relevant feedback. Therefore, the present study was set to shed light on this aspect. We carried out an experiment to explore the effects of evaluation and feedback in two different video learning environments, i.e. a traditional video technology-based (TVT) and 360VT-based, on learning outcomes. In the context of the present study, evaluation referred to evaluating the content of videos created by students, and feedback referred to providing students with relevant feedback for further improvement of their videos. English as a foreign language (EFL) course was administered for 52 university students. The participants were equally divided into TVT and 360VT groups. They attended EFL classes, and after classes, they created videos using either a traditional video camera (TVT group) or a 360-degree video camera (360VT group) on four learning topics. The evaluators watched videos, evaluated them, and then provided feedback to students. Students then revised their works based on received feedback. The results showed an insignificant difference between the two groups in their pre-test scores when measuring prior knowledge. However, when measuring knowledge after the study, 360VT group students outperformed their counterparts in the post-test. According to the results, students in the 360VT group received significantly more feedback, and it was more detailed compared to that of their counterparts. In addition, the evaluators scored affordances of 360VT higher than those of TVT. The results showed many advantages of 360VT such as it was useful and easy to use during the evaluation process, 360VT created immersive environments so that the evaluators had a realistic experience and a high level of vividness when watching and evaluating videos. The results suggest that evaluation and feedback in 360VT environments had better effects on learning outcomes, and the evaluators positively perceived their experiences in 360VT settings. Therefore, it is suggested that educators and researchers consider implementing 360VT in situations when language learners are tasked with creating their own content, which can subsequently be evaluated with relevant feedback provided.
Shadiev et al. (Sun,) studied this question.