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SACAD: Scholarly Activities

Abstract

Immersive media technologies are increasingly used in science education, yet they are often positioned as tools for passive observation rather than relational engagement. This qualitative study examines the use of 360-degree video as a relational, place-based pedagogical tool in learning. Using immersive landscape recordings from Rocky Mountain National Park, this research explores how 360-degree video can support student connection, empathy, and a sense of belonging to place. Learning activities were designed to prompt sensory observation, reflection, and meaning-making, encouraging students to engage emotionally and cognitively with the landscape rather than viewing it as a detached object of study. Data sources included student written reflections and learning artifacts, which were analyzed thematically to identify patterns related to curiosity, emotional engagement, presence, and perceptions of science learning. Findings indicate that relational uses of immersive video foster heightened curiosity, emotional connection, and a stronger sense of presence, which in turn informed students’ scientific observations and questions. These results suggest that immersive media can help shift science education toward more human centered, relational approaches that honor lived experience and student agency. For educators in Kansas, this work highlights the potential of 360-degree video to support place-based science learning connected to local environments such as prairies, rivers, and agricultural landscapes particularly when direct access is limited. This study offers implications for designing science learning experiences that emphasize relationship, belonging, and care for place across diverse educational contexts.

Faculty Advisor

Matthew Clay

Department/Program

Teacher Education

Submission Type

in-person poster

Date

3-1-2026

Rights

Copyright the Author(s)

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