Virtual Reality (VR) has become more popular in recent years and has shown great potential in experi-ential learning. One of VR’s most prominent strengths is the ability to make the user feel like they are actually in the virtual world. This state is called presence and is associated with better learning out-comes. Realistic characters and environments increase the chance of achieving presence, but with the current technology, modeling such 3D models can be difficult and time consuming. 360-degree video is video recorded in all directions simultaneously. These videos can subsequently, as with VR, be played in a VR headset, where the user is in control of the viewing direction and can achieve presence. However, traditional 360-degree video applications offer limited user interaction and no influence on the narra-tive, as everything is pre-recorded. This significantly limits the possibilities of experiential learning.