2025 ASEE Annual Conference & Exposition

This complete paper aims to use an immersive (panoramic) video with hotspots as a pre-class for an investigative physics laboratory on the topic of oblique launch to be used in conjunction with the flipped classroom methodology. Aiming to study the effectiveness of immersive (panoramic) videos with hotspots as a pre-class in conjunction with the flipped classroom methodology, this paper presents the organization of the application of this technology in a classic physics experiment, oblique launch, for approximately 400 first-year engineering students at XXXXXX, divided into their laboratory classes, in teams of 3 to 4 students. It sought to verify the hypothesis that with the immersive video explaining in detail the experimental apparatus, the concepts involved and the experimental procedure through hotspots prior to the class, this would allow greater autonomy in modeling and executing the experiment. Thus, the proposal sought to analyze: the increase in engagement in a flipped classroom methodology using immersive videos; a better approach to students with greater learning difficulties (dyslexia, ADHD, or other learning disorder) allowing them to participate more equally in face-to-face classes, as they can study in advance what should be done at their own pace; the greater use of classroom time for a broader discussion on modeling and data analysis. The material made available before the class consisted of the laboratory script, a conventional 2D video explaining the physical concepts involved and the immersive video. Immersive videos, recorded using a low-cost 360-degree camera (PANO VIEW) allowed panoramic recordings or images with an aperture of 220 degrees, and showed the trajectory of the steel ball seen from different angles; launches with different angles (20 degrees, 30 degrees and 40 degrees) and the respective height that the ball reaches the target, as well as the experimental care to be taken to minimize the experimental error. These panoramic and immersive videos were interactive with explanatory hotspots, aiming for greater student involvement in acquiring prior information. Students were to read and watch the material provided and then answer the pre-class questionnaire individually. During the class, the teams should carry out the experiment collecting and analyzing the relevant information and after 15 days submit a complete report in the form of a scientific article, aiming to promote the skill of written communication. After class, students answered a questionnaire similar to the one used in the pre-class, expanded with three applied problems. With the pre-class immersive video, it was possible to explain in detail the experimental apparatus, the concepts involved and the experimental procedure to be performed, allowing to increase the students' freedom during the class, thus avoiding the so-called "cook recipes". Three types of didactic material were provided as support for the flipped classroom: a simplified laboratory script, a conventional 2D video explaining the concepts and interactive immersive videos with hotspots. According to students' perception, 55% believe they were more engaged with immersive videos and about 52% believe it is important to provide all 3 types of material. Regarding the problems developed after class, problem 1 addressed how the retention of the concept of the horizontal and vertical position time functions in oblique launch was. Approximately 92% of students marked the correct alternative. Problem 2 addressed the learning of how the trajectory equation was constructed in oblique launch, about 47% marked the correct alternative, indicating the need to schedule more activities that promote student learning in this topic. Problem 3 involved the composition of two types of movement, initially the object descended an inclined ramp and then fell into an oblique launch. Only 38% got this question right, indicating that it is necessary to work more on this type of activity, where more than one concept is involved, to develop and prepare our students for a more complex modeling learning. It is verified that the methodology of immersive videos in conjunction with the flipped classroom methodology proved to be a prominent technology from the point of view of increasing students' motivation to read the material before class. The use of this technology allowed to increase the difficulty in the execution of the experiments, avoiding the so-called "cook recipes" in the laboratory.