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May 23, 2025
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Abstract
Contemporary Philippine arts in senior high schools demands innovative approaches to engage students meaningfully. Although virtual reality and 360º videos have been explored in educational settings, limited research has investigated the impact of 360-degree photos, particularly in the context of Philippine Contemporary Arts education. This study addresses this gap by examining the effectiveness of semi-immersive imagery in enhancing student learning. This study aimed to determine the effectiveness of 2D and 360-degree images in improving the learning interest and performance tasks of Grade 12 students in Philippine Contemporary Arts. A quasi-experimental design was employed, involving a control group exposed to traditional 2D images and an experimental group using 360-degree images. Data were collected using pre-tests, post-tests survey which were validated instrument that measured four indicators of learning interest: pleasure, attention, interest, and engagement. Findings revealed that students in the 360-degree group demonstrated significantly higher post-test scores and stronger learning interest across all indicators (p < 0.05) compared to the 2D group. Moreover, their performance tasks showed greater improvement, with mean scores increasing from 13.00 ("Good") to 16.00 ("Excellent"). Outputs from the 360-degree group reflected enhanced creativity, spatial awareness, and curatorial thinking. In contrast, the 2D group’s work, while technically accurate, less imaginative in depth and showed limited growth. The study affirms the effectiveness of 360-degree photo integration in fostering both cognitive and affective learning outcomes in art education. However, the study is limited in scope, as it involved only one public high school, a specific subject (Contemporary Arts), and a relatively small sample size. Additionally, the intervention period was brief, and long-term retention and applicability across different disciplines were not explored. Despite these limitations, the findings provide valuable insights into the use of 360-degree imagery as an accessible and engaging tool for enhancing arts instruction in the Philippine senior high school context.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Calvento, R. M., & Hermosa, J. P. (2025). 2D and 360° Images: Enhancing Interest and Performance Tasks in Con-temporary Arts. International Journal of Multidisciplinary: Applied Business and Education Research, 6(5), 2345-2352. https://doi.org/10.11594/ijmaber.06.05.20
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Wijayanti, R., & Rahman, T. (2024). Assessing learning outcomes through performance tasks in higher education.
Yin, C., & Tsai, H. (2021). Research on Virtual Reality Interactive Teaching under the Environment of Big Data.
Adam, S. (2004). Using learning outcomes: A consideration of the nature, role, applica-tion and implications for European edu-cation of employing “learning outcomes” at the local, national and international levels.
Ainley, M. (2011). Interest, engagement and attention in learning. In S. Jarvela (Ed.), Social and emotional aspects of learning.
Al Haddar, M., & Azmi, N. (2020). The role of conventional visual aids in sustaining student motivation and engage-ment. Journal of Educational Research and Innovation, 18(2), 45-62.
Arafah, K. (2020). Engaging students in social science learning: Strategies and tech-niques.
Arliyanti, L., & Kurniawati, A. (n.d.). Indicators of student interest in learning using Lik-ert-scale methodology.
August, T., Al-Amri, M., et al. (2016). Impact of virtual reality use on the teaching and learning process. Frontiers in Education.
Barron, B., & Martin, C. K. (2016). Interest and self-directed learning in formal and in-formal settings.
Beeland, W. D. (2001). Student engagement, visual learning, and multimedia applica-tions in the classroom. Journal of Interac-tive Learning Research, 12(3), 235-250.
Bligh, D. (2000). What’s the use of lec-tures? Jossey-Bass.
Bunce, D. M., Flens, E. A., & Neiles, K. Y. (2010). How long can students pay atten-tion in class? A study of student attention decline using clickers. Journal of Chemical Education, 87(12), 1438–1443.
Cecotti, H. (2022). The COVID-19 global pan-demic as a catalyst for increasing the needs of VR applications dedicated to cul-tural heritage.
Chiu, P. H., Hwang, G. J., & Hsia, L. H. (2022). Enhancing artwork appreciation through experiential learning-based vir-tual reality (EL-SVVR).
Clark, R. E. (2006). Virtual reality as a tool in education.
Contemporary Art: Definition | IESA Interna-tional. (2022).
Contemporary Philippine Arts from the Region (MELC). (n.d.).
DepEd ADM Module. (n.d.). Philippine Con-temporary Arts from the Regions: A teach-ing guide. Department of Education.
DepEd ADM Module. (n.d.). Philippine Con-temporary Arts Meanings and Forms.
DepEd. (n.d.). Guidelines for streamlined K to 12 curriculum.
Dewey, J. (1938). Experience and educa-tion. Macmillan.
Dewey, J. (n.d.). Learning by doing.
Dierking, L. D., Rennie, L. J., Anderson, D., & Ellenboggen, K. (2003). The influence of informal learning experiences on science education.
Efland, A. D. (2002). Art and cognition: Inte-grating the visual arts in the curricu-lum. Teachers College Press.
Falk, J. H., & Storksdiek, M. (2010). Using emo-tions to facilitate meaning-making in ed-ucational settings.
Gilbert, J. (2017). The role of virtual reality in STEM education.
Google Arts & Culture. (n.d.). The confusion between modern and contemporary art.
Guerra-Tamez, K. (2023). The role of immer-sive virtual reality in art and design edu-cation: A case study on student engage-ment and flow experiences. Journal of Immersive Learning & Technology, 5(1), 22-40.
Harper, S. R., & Quaye, S. J. (2007). Beyond in-volvement and participation: Engaging diverse learners in education.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Heizenrader, (2019). The 3 Types of Virtual Reality – Heizenrader.
Hidi, S., & Renninger, K. A. (2006). Individual interest, self-regulation, and self-directed language learning.
Hussey, T., & Smith, P. (2003). The uses of learning outcomes.
Ibáñez, M. B., & Delgado-Kloos, C. (2018). Augmented reality for STEM learning: A systematic review. Computers & Educa-tion, 123, 109 123. https://doi.org/10.1016/j.compedu.2018.05.002
Indriyanti, H., & Sari, D. P. (2017). Engaging students in art education through multi-ple stakeholder involvement.
International Journal of Science and Research (IJSR). (2010). Virtual reality and its ap-plications in education.
Iter, L. (2017). Using Performance Task-GRASPS to assess student performance in higher education courses.
Kangoz, C., & Bayson, M. (2018). Using photog-raphy in social studies education to im-prove academic performance.
Kaplan-Rakowski, R., Johnson-Glenberg, M. C., & Dewey, D. (2021). 2D vs. 3D images in vocabulary acquisition: The impact of cognitive processing in language learn-ing. Educational Technology Research & Development, 69(3), 487502. https://doi.org/10.1007/s11423-021-09974-3
Keller, J. M. (2010). Motivational design for learning and performance: The ARCS model approach. Springer.
Kim, M., Lim, K., & Ryu, H. (2022). Enhancing student engagement and focus through 360-degree virtual reality content in edu-cation. Educational Technology & Society, 25(4), 98-112.
Kolb, D. A. (1984). Experiential learning: Expe-rience as the source of learning and de-velopment. Prentice-Hall.
Kolb, D. A. (1984). Experiential learning: Expe-rience as the source of learning and de-velopment. Prentice-Hall.
Lege, J., & Bonner, E. (2020). The future of vir-tual reality in education: Mass-market accessibility and applications.
Likert, R. (1932). A technique for the meas-urement of attitudes. Archives of Psychol-ogy, 22(140), 1-55.
Lin, J., Lee, S., & Chen, P. (2023). The effects of virtual reality in enhancing student en-gagement: A critical review. Educational Research Review, 38, 100423. https://doi.org/10.1016/j.edurev.2023.100423
Lin, S., Wang, R., & Mokmin, S. (2024). The ap-plication of virtual reality in education: A systematic review of student cognitive, behavioral, and affective engage-ment. Computers & Education, 145, 103674. https://doi.org/10.1016/j.compedu.2024.103674
Lin, T. Y., Chen, Y. W., & Lin, C. H. (2020). Enhancing digital painting ap-preciation through virtual reality.
Lowood, H. (2022). Virtual reality (VR) | Defi-nition, development, technology, exam-ples.
Makransky, G., & Mayer, R. E. (2022). Benefits of immersion in virtual reality for learn-ing: A meta-analysis. Educational Psy-chology Review, 34(3), 789-818. https://doi.org/10.1007/s10648-022-09688-0
Mathivanan, S., et al. (2017). The future of vir-tual reality and its applications.
Matyushina, M. (2020). Exploring the impact of virtual tours on student engagement: A study of 360-degree interactive experi-ences in art education. Journal of Digital Learning & Technology, 8(2), 112-127.
Mayer, R. E. (2005). Cognitive theory of multi-media learning. Cambridge University Press.
Nakata, Y., et al. (2022). Enhancing museum education with 360-degree video technol-ogy.
Nurna, T., & Rudi, A. (2020). The influence of students’ learning environment on enthu-siasm for learning.
O’Connor, K. (2002). How to grade for learn-ing: Linking grades to standards. Corwin Press.
Omrod, J. E. (2008). Educational psychology: Developing learners (6th ed.). Pearson Education.
Omrod, J. E. (2008). Educational psychology: Developing learners (6th ed.). Pearson Education.
Onyema, E. M., Eucheria, N. C., Obafemi, F. A., Sen, S., Atonye, F. G., Sharma, A., & Al-sayed, A. O. (2020). Impact of COVID-19 pandemic on education: Challenges and opportunities. Higher Education Research & Development.
Paivio, A. (1986). Mental representations: A dual-coding approach. Oxford University Press.
Passig, D. (2003). The role of virtual reality in the evolution of education.
Perez, S. (2022, July). Kids in the United States now watch twice as many videos per day as they did four years ago.
Philstar. (2024). The Philippines' ranking in the 2022 PISA test on creative thinking.
Piaget, J. (1952). The origins of intelligence in children. Norton.
Piovesan, S. D., et al. (2012). Virtual reality as a tool in education.
Radianti, J., et al. (2019). The impact of immer-sive virtual reality in higher education: A systematic review.
Renninger, K. A., & Hidi, S. (2015). Interest de-velopment and self-regulation in learning.
Rønnow-Rasmussen, T. (2011). On what mat-ters in developing student interest in learning.
Rupp, M. A., et al. (2016). Evaluating immer-sion levels in 360-degree instructional videos for learning effectiveness.
Sagiv, L., & Roccas, S. (2017). Values at work: The impact of personal values in organi-zations.
Salamone, J. D. (2010). Motivation and effort in educational settings.
Sandra Dutra Piovesan et al. (2000). Virtual reality in education: Enhancing student engagement and knowledge retention.
Schlechty, P. (2011). Engaging students: The next level of working on the work.
Secuya, J. L., & Abadiano, M. C. (2022). Teach-ers’ recognition and response to the edu-cational shift for continuity and transition of learning
Secuya, J. L., & Abadiano, M. C. (2022). Teachers’ recognition and re-sponse to the educational shift for learn-ing continuity.
Specker, E., et al. (2022). The Vienna Art Inter-est and Art Knowledge Questionnaire (VAIAK): A study on art engagement and knowledge.
Stepan, L., Novak, T., & Kovacs, M. (2023). The role of 2D images in educational settings: A comparative study on learning en-gagement with immersive technolo-gy. Educational Media International, 60(1), 75-92. https://doi.org/10.1080/09523987.2023.1234567
Sutar, T., et al. (2020). Promoting interest and motivation in learning through interac-tive teaching approaches.
Sutherland, M., & Oswald, D. (2005). The com-plex nature of student engagement in learning.
Tan, C., Lin, W., & Yu, H. (2020). The effective-ness of 360-degree panoramic videos in enhancing student attention and engage-ment. Journal of Educational Technology & Society, 23(4), 165-178.
The 3 Types of Virtual Reality – Heizenrader. (2019).
Usui, T., Sato, T., & Horita, Y. (2018). High school students’ perspectives on VR-SM as a medium for art exhibition.
Virtual Reality in Creative Industries - Studocu. (n.d.).
Vygotsky, L. S. (1978). Mind in society: The de-velopment of higher psychological pro-cesses. Harvard University Press.
Wang, R., & Mokmin, S. (2023). Virtual reality and immersive learning environments: A systematic literature review on engage-ment and cognitive benefits. Computers in Human Behavior, 145, 107689. https://doi.org/10.1016/j.chb.2023.107689
What is 360 Video? How to Create An Immer-sive Experience - StudioBinder. (n.d.).
What is Volumetric Video? The Future of Video Technologies - Ant Media. (n.d.).
Wijayanti, R., & Rahman, T. (2024). Assessing learning outcomes through performance tasks in higher education.
Yin, C., & Tsai, H. (2021). Research on Virtual Reality Interactive Teaching under the Environment of Big Data.