360 degree immersive videos: a way to improve organizational learning practices

Abstract

Purpose The purpose of this study is to explore the potential of immersive situated learning with adoption of 360-degree videos in organizational learning improvement.

Design/methodology/approach A quasi-experimental research method was used to investigate employees’ learning achievement. A criterion-referenced assessment scale was chosen to exam their learning progress on Omni-channel retailing practices and knowledge after 12 h in four weeks, from four perspectives including professional knowledge, problem-solving, independent learning, and critical reflection.

Findings The result shows us the significant enhancement of employees’ learning outcomes when using virtual reality (VR), compared with traditional apprenticeship practices.

Originality/value This study reinforces the opinion that situated learning approaches with 360-degree videos evoke employees to explore new learning behaviors and experience and make proactive adjustments on their own learning pace, based on the view from prior study that VR in situated learning can enrich learning experience.