Video-based and 360-Degree Video-based learning is still not spread in the social studies classroom. The present research intends to study the influence of these tools on seventh grade students’ level of knowledge in social studies. One hundred and five seventh grade students participated in the present research. Thirty-five students constituted each one of three classes: a regular class, a video-based class and a 360-Degree video-based class. Each class was assigned arbitrarily a specific teaching method: the regular method, the video method and the 360-Degree video-based method. The research results indicated that the regular group had significantly higher scores in the Applying knowledge level than the 360-Degree videobased group. It also indicated that the video group had significantly higher scores in the Analysis knowledge level than the control and the 360-Degree video groups. Moreover, the results indicated that the video and the 360-Degree video groups had significantly higher scores in the Synthesis knowledge level than the control group. The two technological tools did not contribute to the Evaluating level. More research is needed to verify the impact of video-based learning and 360-Degree video-based learning on students’ knowledge levels; especially on higher-order thinking processes, in the different disciplines, but particularly in the social studies. INDEX TERMS Knowledge levels, middle school students, social studies, video-based learning, 360-degree video learning

Title

heba sleem

Publisher

https://ieeexplore.ieee.org/document/9440920?fbclid=IwAR2vFxTriQxxVsulrenwwlGst2CezQexl5PHs9PlZZL_sSIS8CSVDx5-joQ

Publisher Country

Australia

Publication Type

Both (Printed and Online)

Volume

9

Year

2021

Pages

10