Abstract
In this study, we examined the role and effective methods of utilizing spatial concepts in learning using Virtual Reality (VR) materials in fieldwork for middle school stratigraphy learning. Students were divided into two groups: one that utilized VR materials before fieldwork (VR-prior group) and another that used VR materials after fieldwork (Real-prior group). We investigated the students’ awareness and questions regarding spatial concepts. The results suggested that students' spatial concepts were activated by observations using VR materials regardless of the order of use. However, it was implied that for contemplations derived from observations, using VR materials after fieldwork facilitates the operation of spatial concepts more easily, whereas for questions arising from observations, using VR materials before fieldwork makes it easier to engage spatial concepts. Based on these findings, we proposed effective methods for the effective use of VR materials and necessary instruction.
