"PassÉtudiants": using 360° video to design a training platform for university students

Abstract : In France, only 55% of students move into grade two and less than 30% graduate in three years (MESRI, 2018). Some of the difficulties encountered arise from highly renewed practices in higher education. For example, in recent years, new technologies and practices of video-based learning such as flipped classrooms, videoconferencing, blended learning, and most prominently MOOCs have arisen (Yousef, Chatti, & Schroeder, 2014). The pedagogical strength of video-based learning is presenting knowledge in a consistent and attractive manner but students have nevertheless difficulties to learn this knowledge, especially because of a lack of method. This communication presents an ongoing design-based research aiming at addressing some of the educational issues related to students’ failure in higher education. The research is grounded in an « activity-based » theoretical framework (Durand, 2013; Durand & Poizat, 2014). Its basic postulate consists in according primacy to actor’s actual activity, that is to say what one really accomplishes in everyday ecological contexts. Our study consists in three iterative phases: (i) modelling the typical features of students’ activity, (ii) designing and implementing vocational training situations, and (iii) studying their influence on trainees’ activity. Under development, the PassEtudiants learning environment aims at helping students analyze problematic, nay critical situations hindering their learning opportunities. The main design principle consists in identifying, portraying and discussing these situations in the learning environment through (i) video recordings of educational practices (innovative 360° format), (ii) video recordings of students' interviews, and (iii) video recordings of evidence-based explanations of researchers. Recent findings suggest that 360° format may improve immersive experience during video observation for educational purposes (Daisy Fraustino et al., 2018, Roche & Gal-Petitfaux, 2017, Windscheid & Will, 2018), as well as engagement, attentiveness and learning (Gänsluckner, Ebner, & Kamrat, 2017, Harrington et al., 2018). The instructional value of learner immersion in video-enhanced training has been assessed in various educational fields (e.g., Authors, 2014, 2015; Seidel et al., 2011). What we do not know is: does 360° video improves the immersive experience of students, and is it a promising design support for their methodological learning? Two types of data are collected (videotaped): observation data of the use of the learning environment by volunteer students, and self-confrontation interviews data (Mollo & Falzon, 2004). Observation data is coded following the method of activity chronicles (Cuvelier & Falzon, 2015), and self-confrontation interviews data is transcribed verbatim and coded using a semiotic scheme (Theureau, 2006). Preliminary results of the test of the instructional design show that it (i) immerses students, through video observation, in situations that are at the same time known (echoing prior experiences) and unknown (given the variability and complexity of these situations), (ii) enables students to recognize, compare, project themselves into portrayed peers experiences, and (iii) enables students to scaffold their own methodological strategies during courses. Expected practical outcomes are an empowerment of students toward their educational trajectory, an increase of individual learning opportunities, an improvement of learning quality of students, and a long-term contribution against educational failure and early school/university leaving. Finally, we discussed the extent to which 360° videos seem to be a suitable media to support the development of student ability to analyse and understand problematic, nay critical situations hindering their learning opportunities. Implications for higher education practices are commented.
Document type :
Conference papers
Complete list of metadatas

Contributor : Cyrille Gaudin <>
Submitted on : Sunday, September 15, 2019 - 4:05:48 PM
Last modification on : Monday, September 16, 2019 - 1:15:01 AM


  • HAL Id : hal-02288686, version 1



Cyrille Gaudin, Simon Flandin, Luc Ria. "PassÉtudiants": using 360° video to design a training platform for university students. 6th Congress on Research in Vocational Education & Training – SFIVET, Mar 2019, Bern, Switzerland. ⟨hal-02288686⟩



Record views