2D and 360° Images: Enhancing Interest and Performance Tasks in Con-temporary Arts

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.