Educational Experiments in 360º Environments with Cognitive Neuroscience Tools: A Bibliometric and Methodological Perspective
Purpose: The purpose of this paper is to provide both a bibliometric and methodological overview of research combining 360-degree images and videos with cognitive neuroscience tools. The article also aims to propose a practical framework for designing and implementing experiments conducted in desktop-based virtual environments (DT VR), offering an alternative to traditional head-mounted display (HMD) VR systems. Design/Methodology/Approach: The study consists of two complementary components. First, a bibliometric exploration of existing literature was conducted across major academic databases using keywords related to 360-degree media, virtual reality, eye tracking, EEG and GSR methods. Second, the paper presents a methodological model for developing experiments using game-engine-based environments, detailing technical aspects such as mapping 360º textures, camera placement, transition logic between virtual spheres, data acquisition for eye tracking, and the use of AI-driven object detection to support data annotation. The methodological part focuses specifically on DT VR research setups. Findings: The bibliometric review confirms that the use of 360-degree images and videos in cognitive neuroscience research is growing rapidly and is being applied across several domains, including perception, spatial orientation, emotional analysis and education. The methodological analysis demonstrates that DT VR can serve as a viable and less intrusive alternative to HMD VR, particularly when integrating measurement devices such as EEG and GSR. Furthermore, the study outlines how gaze data from a 2D eye tracker can be accurately transferred into a 3D spherical environment, and highlights the potential of AI-based object detection to streamline annotation processes. Practical Implications: The proposed methodological framework provides researchers with clear guidelines for constructing, managing and analysing experiments based on 360-degree content. The paper may support scholars planning to integrate VR-like experimental conditions without the need for HMD equipment, reducing participant discomfort and lowering technical barriers. The guidelines are also relevant for educational and behavioural research using immersive but non-ambulatory virtual environments. Originality/Value: This article uniquely combines a bibliometric analysis with a comprehensive methodological workflow for DT VR studies employing 360-degree media and cognitive neuroscience tools. The dual perspective fills a gap in the existing literature, which largely focuses on fully immersive VR setups and offers limited methodological detail for screen-based environments. The paper contributes practical, replicable guidelines that can enhance the design and execution of future experimental research.