2024 Volume 33 Issue 2 Pages 2_87-98
Hands-on experience is important in environmental education. However, virtual reality (VR) technology could effectively replace hands-on learning for locations that are difficult to access, subjects that are difficult to see, and dangerous situations. Due to restrictions associated with the global COVID-19 pandemic, digital tools have been incorporated into education. Both adults and children have become aware of VR, and the experience is becoming less of a novelty. Therefore, this study predicted that interest in learning content between learners with no VR experience and those with VR experience would differ. We held two science events for environmental education and administered a questionnaire to the participants. We divided the participants into two groups—those with no VR experience and those who had experienced VR three or more times—and conducted a comparative analysis. The results revealed that participants with VR experience tended to be more interested in specific learning content than those with no VR experience. These results suggest that differences in VR experience may lead to differences in interest in the learning content.
