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<p>This small-scale, in-depth qualitative study conceptualises the pedagogic use of interactive 360° images in a special school setting through practitioner perceptions of using the technology with learners aged 7–11. Data from one-to-one semi-structured interviews was inductively analysed to generate a tripartite classification which outlines <i>how</i> and <i>why</i> the practitioners used 360° images with their learners, with sub-themes consisting of immersion, interaction, facilitation, novel approaches, autonomy, competence and relatedness. The resultant original model highlights the affordances of interactive 360° images and the importance of careful teacher implementation in order to develop learner needs. Informed by Self-Determination Theory (SDT), these needs were perceived as autonomy, competence and relatedness. Overall, this research provides much needed understanding of how 360° technology can be used in special school settings, with learners of this age, from the perspective of experts in their field and with these children.</p>

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A Tripartite Conceptualisation of the Pedagogic Use of Interactive 360° Images in a Special School Setting: Practitioners’ Perceptions of Using 360° Technologies with Learners Aged 7–11 Years

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  • 出版模式：

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  • 发表日期：

    2025年4月12日

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  • Sammy Chapman,
  • Gary Beauchamp

摘要

This small-scale, in-depth qualitative study conceptualises the pedagogic use of interactive 360° images in a special school setting through practitioner perceptions of using the technology with learners aged 7–11. Data from one-to-one semi-structured interviews was inductively analysed to generate a tripartite classification which outlines how and why the practitioners used 360° images with their learners, with sub-themes consisting of immersion, interaction, facilitation, novel approaches, autonomy, competence and relatedness. The resultant original model highlights the affordances of interactive 360° images and the importance of careful teacher implementation in order to develop learner needs. Informed by Self-Determination Theory (SDT), these needs were perceived as autonomy, competence and relatedness. Overall, this research provides much needed understanding of how 360° technology can be used in special school settings, with learners of this age, from the perspective of experts in their field and with these children.