Integrating Virtual Reality into Art Education: Enhancing Public Art and Environmental Literacy Among Technical High School Students

Abstract

With rapid technological advancements and increasing environmental challenges, educational systems face demands for innovative teaching methods. This study integrates Virtual Reality (VR) technology into vocational high school art curricula, examining its impact on public art creation and environmental literacy. Based on the Creative Problem Solving (CPS) model and scaffolding theory, the course includes units on public art, aesthetic composition, and environmental issues. Participants were second-year students from a vocational high school in Taiwan, with 29 in the VR-assisted experimental group and 35 in the control group using traditional teaching methods. Data were collected via pre- and post-tests, teacher evaluations, and self-assessments. Results showed that VR significantly improved students’ engagement, exploration, and creation, effectively integrating art and environmental knowledge. The experimental group excelled in spatial expression, showing better understanding and interaction with spatial concepts. The CPS model enhanced problem-solving skills, innovation, teamwork, and feedback. This study confirms that combining VR with the CPS model fosters creativity and problem-solving in art education.