Featured schools integrate digital technology VR--Looking at the learning of teachers and students' ecological courses DIY self-directed and self-acted

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Abstract
Grounded in constructivist learning theory, experiential learning theory, and self-determination theory, this study explores the impact of integrating Virtual Reality (VR) into a featured natural science curriculum on junior high school students’ and teachers’ learning motivation and learning experiences. The participants comprised 330 students from 12 classes (Grades 7–9) in a Taiwanese junior high school. Over a three-year period, students engaged in a four-week course each semester, collaboratively producing and performing self-directed “VR Cherry Blossom Learning Videos.” A mixed-methods design was adopted. Quantitative data were collected using a validated VR Learning Motivation and Effectiveness Scale to examine pre- and post-test changes in learning motivation, attention, knowledge retention, and higher-order thinking. Qualitative data from semi-structured interviews further revealed students’ and teachers’ perceptions of interaction, attention, learning experience, and learning effectiveness. The findings indicate that VR instruction significantly enhanced both students’ and teachers’ curiosity, intrinsic motivation, and sustained engagement. Participants reported that the lessons were immersive, interactive, and enjoyable, fostering deeper understanding, professional reflection, and creative teaching practices. Seventh- and ninth-grade students demonstrated higher acceptance than eighth-grade students; classes with repeated exposure showed stable motivation and outcomes. Students who participated in VR creation and performance displayed stronger autonomy, competence, and relatedness. This study demonstrates that VR-based co-creative learning effectively enhances motivation, experience, and cognitive depth for both teachers and students, offering empirical evidence and pedagogical insights for implementing VR in secondary education.