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360-degree video is recorded with omnidirectional or multi-camera systems that capture all directions at the same time in a spherical view. With immersive technologies gaining momentum and reducing educational cost, it has attracted the interest of the academic community. However, little is known about using 360-degree video in teacher education. The purpose of this study is to conduct a systematic scoping review through a systematic process based on 15 included studies to determine the characteristics, impacts, strengths and weaknesses of the 360-degree video applied to teacher education.

This study combines scoping and systematic review based on the PRISMA paradigm.

This paper explores that 360-degree videos are applicable to teacher education, specifically with their positive effects on pre-service teachers’ immersion, noticing, reflection and interpersonal competence. However, as for learners’ reactions, physical discomfort is reported, like motion sickness.

First, some recently published studies on the subjects were partially accessible, which precluded the authors from adding their findings to this study. Second, the sample of articles is constrained to the search and selection strategies described in the methods section, which increases the possibility that pertinent research may be omitted. Furthermore, this study’s summary of the selected research may be inadequate. Third, only English-language publications were included in this study. Future researchers can expand on this topic by gathering additional relevant empirical data from publications in other languages.

Practically, findings in this study reveal the positive effects of 360-degree video in teacher education. The results may help researchers and preservice teachers better understand 360-degree video and use it more frequently in teaching. Instructional video technologies have been found to have a nearly medium effect on learning effectiveness in educational practice from a broader perspective.

The findings in this study can shed light on future educational technology research on instructional video technologies and technology-enhanced teacher education.

The purpose of this paper is to examine the construction of virtual community identities among Chinese internet users and their motivation for lurking, posting or flaming.

Taking Qiangguo Luntan as an online study site the authors apply an ethnographic approach for the research, a method that is becoming more and more favourable by scholars in study virtual communities. The data gathered are mainly through participant observation and in‐depth interviews.

The findings suggest that internet bulletin boards enable ordinary Chinese to have their identities as politically activated citizens constructed in cyberspace. A consistent enthusiasm for political participation can be found in user's pennames, signature files, political clusters, and online behaviours.

This is an original case study.

The proposed model can emphasize the priority of new information and can extract messages from the first pair of original data. The comparison results show that the proposed model can improve the traditional grey model.

The grey multivariate model with fractional Hausdorff derivative is firstly put forward to enhance the forecasting accuracy of traditional grey model.

The proposed model is used to predict the air quality composite index (AQCI) in ten cities respectively.

The effect of population density on AQCI in cities with poor air quality is not as significant as that of the cities with better air quality.