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.

العنوان

IEEE ACCESS

الناشر

IEEE organization

بلد الناشر

الولايات المتحدة الأمريكية

Indexing

Thomson Reuters

معامل التأثير

3,367

نوع المنشور

إلكتروني فقط

المجلد

9

السنة

2021

الصفحات

78774-78783