Abstract
This study aims to clarify the differences in educational effectiveness based on the types of teaching
material on the handling of fires.
The subjects were female junior and senior high school students. The study materials we examined
were virtual reality (VR) and video materials, both of which include lessons on omelet cooking.
After learning from the materials, the participants performed an actual cooking practice, and their
behaviors while cooking omelets were evaluated by using a rubric. In addition, the degree of tension
during cooking was evaluated by heart rate variation parameters ⊿SD and ⊿CV, and salivary amylase
activity values.
As a result, the learning effects of both the VR and video materials for omelet cooking were observed.
Comparisons of the cooking processes revealed that the video materials were more highly evaluated for
actions confirming safety. It was suggested that learning points should be presented at the appropriate
time to match the characteristics of the teaching material during the process of its creation.
The ⊿SD and ⊿CV values showed that pre-learning with VR teaching materials would increase
tension in the actual cooking process, especially among junior high school students with little cooking
experience.
A post-study questionnaire showed that prior learning of both materials led to an increased
awareness of safety checks during cooking and higher satisfaction among participants.
