Design and development of an interactive 360-degree branching video module for home blood pressure self-measurement training: A type 1 design and development research study
6th International Conference on Educational Technology and Online Learning (ICETOL 2026), Bremen, Almanya, 17 - 20 Ağustos 2026, ss.460, (Özet Bildiri)
- Yayın Türü: Bildiri / Özet Bildiri
- Basıldığı Şehir: Bremen
- Basıldığı Ülke: Almanya
- Sayfa Sayıları: ss.460
- Eskişehir Osmangazi Üniversitesi Adresli: Evet
Özet
Purpose: Accurate home blood pressure self-measurement is a cornerstone of hypertension self-management, and health professions students must also learn to teach this skill to patients. However, training typically relies on fixed-viewpoint instructional videos that afford passive observation rather than active decision-making and error recognition. Recent reviews of 360-degree video in health education further indicate that most existing applications remain non-interactive, using immersive footage merely as viewable content. This study addresses this gap by systematically designing and developing an interactive 360-degree branching video module for home blood pressure self-measurement training, and by documenting the design decisions, trade-offs, and delivery-platform considerations involved in producing such a module with accessible, consumer-grade equipment. Methodology: The study is framed as Type 1 design and development research (product and tool research; Richey & Klein) and structured through the analysis, design, and development phases of the ADDIE model, with implementation and learner evaluation explicitly delimited to a subsequent phase. The module was produced in an authentic home setting-consistent with its instructional focus on self-measurement-using a consumer-grade 360-degree camera (Insta360 X5) and a digital upper-arm monitor. It comprises three components: (1) a correct demonstration with embedded branching decision points (arm selection, cuff alignment, and responding to an elevated reading); (2) a deliberately flawed variant prompting learners to detect embedded measurement errors, including an environmental violation placed behind the viewer; and (3) an error-spotting scene in which preparation errors are distributed across the full viewing sphere, exploiting the distinctive affordance of 360-degree video: free visual exploration. Development was evaluated through two participant-free strands: an analytic evaluation against multimedia learning principles (CTML) and immersive learning design recommendations (CAMIL), supported by a researcher-conducted cognitive walkthrough; and a technical feasibility comparison of H5P-based authoring versus a custom WebXR player, measuring resolution retention, loading time, and branching latency across web browsers and a VR headset. Findings: Findings document the complete branching architecture and the rationale behind key design decisions, including camera placement for a first-person self-measurement perspective, clip-boundary matching for seamless branch transitions, and the deliberate spatial distribution of detectable errors. The analytic evaluation and cognitive walkthrough identify alignment with, and tensions against, established multimedia principles, while the technical comparison reveals concrete limitations of template-based authoring tools for branching 360-degree video relative to custom WebXR delivery. Implications: The study offers a replicable, low-cost design framework for institutions and educators seeking to produce interactive immersive procedural training without specialized studios, and positions expert panel validation and learner evaluation as the next phase of the research program. The documented platform trade-offs can inform tool selection for similar immersive learning projects.