## 3 360\({}^{\circ}\) Videos in Education  
The theoretical framework supporting the educational use of 360\({}^{\circ}\) videos appears to be linked to two distinct technologies. Primarily, they are (basically) videos, allowing the application of established theoretical frameworks related to conventional videos. Ref. [29] cognitive theory of multimedia learning is particularly relevant. This theory rests on three foundational assumptions: dual-channel, limited capacity, and active processing. The dual-channel assumption posits that there are two separate channels in working memory (visual and auditory) that process information. The visual channel manages static and dynamic images as well as written words, while the auditory channel handles narrations and other sounds. The limited capacity assumption proposes that each channel has a finite capacity for processing information at any given moment; when these limits are exceeded, learning is impeded or halted. The active processing assumption underscores the necessity for learners to actively engage with the material they are watching and hearing. When videos are actively processed mentally (by making sense of the content, organizing it, and integrating it with prior knowledge) learning is enhanced. This dual-channel process can reduce cognitive load and facilitate the integration of related visual and auditory information. Additionally, researchers attribute the positive learning effects of 360\({}^{\circ}\) videos to their capacity to enable situated learning. According to situated learning theory, effective learning occurs within the context in which the knowledge is applied [30]. This contextual grounding provided by 360\({}^{\circ}\) videos can significantly enhance the learning process by immersing learners in environments that closely mimic real-world settings. On the other hand, several studies characterized 360\({}^{\circ}\) videos as virtual reality (VR) experiences. In this respect, some scholars have argued that 360\({}^{\circ}\) videos can combine the benefits of both conventional videos and VR (e.g., [31]). Indeed, although VR is predominantly based on 3D graphics, 360\({}^{\circ}\) videos and VR applications share some similarities. In both cases, users can immerse themselves in the media experience, with immersion being strongly linked to improved conceptual understanding and learning outcomes [32]. It should be noted that 360\({}^{\circ}\) videos enable multiple levels of immersion depending on whether users choose to view them on a computer or through HMDs. The playback medium significantly influences the perceived immersion, which, in turn, affects perceived reality and authenticity [33]. HMDs offer higher levels of immersion [34; 35], which has been correlated with better learning achievements [16; 36]. However, other scholars argue that compared to VR, 360\({}^{\circ}\) videos exhibit significantly lower levels of immersion and quality of experience, leading to more limited learning outcomes [32; 37]. Moreover, because immersion is influenced by the quality of the devices used, low-cost HMDs, such as Google Cardboard, cannot achieve high levels of immersion, resulting in a significantly weaker impact on learning [37; 38]. 360\({}^{\circ}\) videos are being progressively integrated into educational research and practice, despite the current lack of a robust research foundation [39] and the frequent calls from researchers for further studies in this domain [40]. An inhibiting factor is the lack of availability of 360\({}^{\circ}\) videos with educational content. Indeed, existing ones are mainly for recreational purposes, and few have been created purely for educational use [17]. Nonetheless, there is evidence that these videos facilitate discovery learning across various disciplines. For instance, their application is increasing in the fields of health studies,history, social studies, and STEM subjects [33].