Classroom videos are commonly used to observe and assess teaching quality in both teacher education and research on teaching and learning. In recent years, traditional video environments have increasingly been complemented by 360-degree videos, which promise a more immersive and realistic classroom experience and may affect the teaching-quality ratings that result. The aim of the present study was to explore differences between immersive 360-degree and traditional video environments in preservice teachers' (PSTs') classroom observation experiences and teaching-quality ratings. Seventy-five PSTs observed two classroom videos: one using an immersive 360-degree video environment and one using a traditional video environment. For 360-degree videos, observers reported higher cognitive, affective, and physiological involvement in the classroom situation, higher motivation, and higher mental effort when making classroom observations. For one aspect of teaching quality (focus on key concepts), the observation-based ratings resulting from 360-degree videos were better aligned with experts’ assessments of the videos. Furthermore, the results showed that the differences between video environments remained significant after the novelty of VR technology was controlled for.

课堂视频通常用于观察和评估教师教育和教与学研究中的教学质量。近年来，传统视频环境越来越多地得到 360 度视频的补充，这保证了更加身临其境和真实的课堂体验，并可能影响由此产生的教学质量评级。本研究的目的是探讨职前教师沉浸式 360 度视频环境与传统视频环境之间的差异。 （PST）课堂观察经验和教学质量评级。 75 名 PST 观看了两个课堂视频：一个使用沉浸式 360 度视频环境，另一个使用传统视频环境。对于 360 度视频，观察者报告说，在进行课堂观察时，他们对课堂情境的认知、情感和生理参与程度更高，动机更高，精神投入也更高。对于教学质量的一方面（关注关键概念），360 度视频的基于观察的评分更符合专家对视频的评估。此外，结果表明，在控制了VR技术的新颖性后，视频环境之间的差异仍然显着。