Videos are pivotal tools in pre-service teacher training. First-person, third-person, and 360-degree perspectives are commonly used types and the optimal type remains undetermined. In our study involving pre-service teachers (PSTs), we evaluated the efficacy of 360-degree videos against the first-person and third-person perspective videos concerning spatial presence, cognitive load, classroom quality rating accuracy, and classroom observation. Our results revealed that PSTs exposed to 360-degree videos exhibited superior performance in spatial presence, classroom quality rating accuracy, and classroom observation compared to the other two video types. This underscores that 360-degree videos enhance PSTs' skills in discerning, categorizing, and interpreting classroom events. Although there were no marked differences in cognitive load across the groups, cognitive load was found to modulate the influence of video type on classroom observation. Notably, at higher cognitive load levels, the 360-degree videos were more advantageous. The significance of this study is twofold: it empirically substantiates the superiority of 360-degree videos in refining pedagogical skills and it reveals the modulating role of cognitive load. These findings inform innovative instructional interventions and pedagogical strategies, emphasizing the need for using 360-degree videos in teacher education and encouraging higher learner engagement.