Utilization of virtual reality as a learning tool to increase students’ pro-environmental behavior at universities: A maximum likelihood estimation approach

Abstract

This research explores the effect of virtual reality technology on enhancing university students’ environmental knowledge (ENK), environmental attitudes (ENAs), and pro-environmental behaviors (PEBs). The primary objective is to evaluate how immersive virtual reality (VR) experiences influence students’ understanding of pressing environmental issues like climate change, deforestation, and pollution. A sample of 336 students from Universitas Negeri Makassar who participated in a VR-based environmental education class were surveyed through structured questionnaires distributed via Google Forms. Stratified random sampling was employed to ensure a diverse illustration of the student population. The study applies covariance-based structural equation modeling using the AMOS program to evaluate the correlations among the variables of ENK, attitudes, and behaviors. The results indicate that VR significantly enhances students’ ENK by providing an interactive and immersive learning platform that simplifies complex ecological concepts. VR was shown to positively influence students’ ENAs by simulating real-world environmental degradation consequences, fostering emotional connection and concern. A robust link was also identified between improved ENAs and increased PEBs, such as waste reduction and energy saving. These findings demonstrate that VR can be an actual tool for driving behavioral change in the context of environmental education, offering a promising approach to addressing global sustainability challenges. The analysis adds to the expanding body of literature on technology-enhanced learning, highlighting the potential of VR to promote sustainability through education and fostering a more profound commitment to environmental stewardship among students.