Open Access

Maik Beege, Steve Nebel, Sascha Schneider, Günter Daniel Rey

• 360° videos raised the attention of educators, as they can mediate complex environments in educational settings. However, learning irrelevant cognitive strains might be imposed because it is necessary to navigate through spherical material. These downsides could be compensated by using signalling techniques. In a two (macro‐level vs. no signalling) × two (micro‐level vs. no signalling) factorial between‐subjects design plus control group, 203 students watched a video about visual and behavioural characteristics of animals. Learning outcomes, cognitive load, disorientation, and presence were investigated. Results revealed that macro‐level signalling enhanced learning outcomes. Descriptively, the control group outperformed all experimental groups except the condition with macro‐level signalling regarding retention performance. According to an exploratory path model, extraneous load moderated the effects of signalling on learning outcomes. Results are discussed considering cognitive load and spatial presence induced by using 360° videos as learning material.