Perspectives of Scholars, Families, and Advisors on 360-Degree Video Technology in Graduate Education

Authors

• Oluwatobi A. Mogbojuri, University of Nevada, RenoFollow
• Bridget A. Walsh, University of Nevada, RenoFollow
• Matthew Aguirre, University of Nevada, RenoFollow

Author ORCID Identifier

https://orcid.org/0009-0008-6367-6776

Abstract

This study explored the experiences of scholars in creating and sharing 360-degree videos, as well as the perspectives of families and advisors who viewed the videos. Focus groups and individual interviews were conducted online using a videoconferencing platform. Perspectives from 20 participants (15 scholars, three advisors, and two family members) were analyzed using thematic analysis. Three primary themes were identified: (1) barriers to 360-degree video use, (2) perspective shifts and limited change, and (3) storytelling and scholar visibility. Findings suggest that 360-degree video technology may be an innovative tool for enhancing recruitment and retention, especially for historically marginalized groups, through training in virtual reality and online content delivery. Users may require additional support or clearer guidelines to leverage 360-degree video capabilities. The technology may serve as a model for increasing program satisfaction and empathy and may foster inclusive and supportive learning environments. Extension educators may use this technology to create immersive learning experiences in rural and indigenous communities to provide them access to experiences from afar.

Recommended Citation

Mogbojuri, O. A., Walsh, B. A., & Aguirre, M. (2026). Perspectives of Scholars, Families, and Advisors on 360-Degree Video Technology in Graduate Education. Journal of Human Sciences and Extension, 14(1), 6. DOI: https://doi.org/10.55533/2325-5226.1564

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.