The Influence of Competency-Based VR Learning Materials on Students’ Problem-Solving Behavioral Intentions—Taking Environmental Issues in Junior High Schools as an Example

Abstract

With the increasing price–performance ratio of virtual reality equipment, there has been an increase in research on the use of VR in education. The learning content of biology courses for junior high schools often introduces the interaction between organisms and their surroundings. Through the interactive design of VR learning materials, students can enhance their understandings of the impact of human behaviors on the environment. They can become immersed in the virtual world using a virtual camera to explore environmental pollution and record pollution sources, which exist in their surrounding environment. In this study, one-group pre- and post-test designs were adopted to collect and analyze data on students’ reactions before and after implementation of the VR learning course for environmental issues in a junior high school. The questionnaires were analyzed to evaluate the impact on course identity and behavioral intentions of students regarding problem-solving. The results reveal the VR interactive learning course has positive effects on both the course identity and the students’ behavioral intentions for problem-solving.