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.

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This study clarified the potential use of these images for learners by analyzing the content of the reflections of learners who watched caregiver perspective videos in a simulated childcare program in a childcare teacher training course. The results of the comparison between the caregiver's point of view video and the bird's eye view video showed that the learners tended to focus on the interaction between the caregiver and the child and the caregiver's responses in the caregiver's point of view video, while they focused on the overall flow of the caregiver's actions and activities in the bird's eye view video. This suggests that the relationship between the caregiver's point of view and the bird's eye view videos is complementary, and that viewing the caregiver's point of view videos, as opposed to the traditional bird's eye view videos, may be effective in promoting reflections that focus on the caregiver's relationship with the children and the caregiver's responses. This finding offers the prospect of addressing the problems of unequal learning opportunities and ensuring the quantity and quality of reflections in simulated child care by allowing learners to use caregiver perspective videos.

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The purpose of this study was to examine what kind of image of learning methods can be created by viewing a multi-angle video of a class in which learners are learning by self-selecting among various learning methods using one information terminal per student as a preliminary organizer of learning methods. The results of the questionnaire survey suggest that watching a multi-angle video of a class may function as an image of learning methods, such as self-selection of tools for setting up tasks and gathering information. In addition, the free descriptions suggest that it may also have an effect on the image of new learning methods that the children in the survey had not experienced themselves.

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