Navigating a 360-Degree Cued Virtual Classroom

A Case Study of Learner Behaviors and Experiences

Authors

DOI:

https://doi.org/10.3991/ijet.v20i02.56549

Keywords:

360-degree virtual classroom, desktop VR, navigation behavior, signaling principle, multimedia learning, Canvas LMS

Abstract


This study explores the navigation behaviors and learning experiences of six undergraduate and graduate students interacting with a 360-degree cued virtual classroom embedded within the learning management system canvas. Grounded in the cognitive theory of multimedia learning and signaling principles, the study employed a case study design. Data were collected through screen recordings, post-navigation surveys, and interviews. Findings revealed that learners predominantly engaged with front-facing cues, often missing those located in peripheral directions due to a lack of spatial navigation awareness. Prior experience with virtual reality (VR) and the type of instructional guidance influenced navigation effectiveness. While participants responded positively to the immersive format, several required additional training to fully explore the virtual environment. The study contributes to research on desktopbased VR integration in authentic online classroom contexts and offers practical insights for instructional designers developing 360-degree learning tools.

Author Biographies

Chuanli Lili Zhou, Amazon Web Services, Chicago, IL, USA

Chuanli Lili Zhou is a Senior Tech Training Architect at the AWS of Amazon at Chicago office, IL. She received her M. Edu. in Curriculum and Instructional Technology and M.S. in Human Computer Interaction from Iowa State University, Ames, IA. Her research interests include immersive learning, gamification, game-based learning, and multimedia learning.

E. J. Bahng, Iowa State University, Ames, IA, USA

Dr. E.J. Bahng is an Associate Professor at Iowa State University. Her research focuses on the integration of emerging technologies in STEM learning environments, with particular interest in humanizing STEM through Arts (STEAM) integration, multimedia learning, and inclusive instructional design. She also explores aesthetic experiences in learning with AI and humanoid robots, aiming to foster curiosity, empathy, and social-emotional learning in STEM education. Dr. Bahng has led and collaborated on multiple interdisciplinary projects that support learner engagement and conceptual understanding through immersive tools.

Cover iJET – Vol 20, No 02, 2025

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Published

2025-06-25

How to Cite

Zhou, C. L., & Bahng, E. J. (2025). Navigating a 360-Degree Cued Virtual Classroom: A Case Study of Learner Behaviors and Experiences. International Journal of Emerging Technologies in Learning (iJET), 20(02), pp. 63–74. https://doi.org/10.3991/ijet.v20i02.56549

Issue

Vol. 20 No. 02 (2025)

Section

Papers

License

Copyright (c) 2025 Chuanli Lili Zhou, E. J. Bahng

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.