## 4 Results
### Pre-Test Analysis of Public Art and Environmental Literacy Issues
Consequently, the immediate feedback and visualization characteristics of the virtual environment allow students to make quicker adjustments, which is more challenging to achieve in traditional teaching methods. c. VR technology allows students to simulate the placement effects of their work in real environments and adjust the coherence between their works and the surrounding context in real-time, encouraging them to focus on the interaction between the work and the environment. In the control group, students, lacking immediate environmental simulation, could only rely on static images to envision the relationship between their work and the environment, which limited their performance in terms of environmental coherence and interactivity, highlighting the constraints of traditional teaching methods in this regard. d. In the spatial perspective project, VR enables students to observe their work from different angles, significantly enhancing their understanding and representation of spatial perspective and allowing them to adjust and optimize their work at any time. Control group students primarily relied on traditional spatial design methods, and static planar images failed to provide multi-perspective observation, thus preventing them from fully mastering the spatial perspective and structure of their work as effectively as their VR counterparts. 5. Analysis of Teacher Assessments and Student Self-Evaluations in Public Art Creation  
This study further investigates the results of teacher assessments and student self-evaluations, using the \"Teacher and Student Self-Assessment for Public Art Creation\" tool, in both the experimental and control groups. This evaluation tool, employed during the final phase of public art creation, includes professional assessments by teachers of students' creative outcomes, alongside students' self-reflections on their creative processes and results. The assessment covers aspects such as form, color application, spatial expression, integration of environmental literacy, and teamwork and communication skills. The scoring system is based on percentages and includes three categories: Knowledge (40%), Attitude (30%), and Skills (30%). Knowledge evaluates understanding of public art and environmental issues, and the application of art design principles. Attitude assesses environmental awareness and creative approach, while Skills focuses on technical execution and design thinking. As illustrated in Table 26, students in the experimental group scored higher than those in the control group across these three dimensions. A detailed analysis is presented below. (1) Knowledge Dimension  
A. Understanding of Public Art:  
In teacher assessments, students in the experimental group performed better, achieving a score of 14.5 compared to 12.5 for the control group. In the self-assessment, the experimental group scored 13.8, while the control group scored 11.6. This indicates that virtual reality (VR) technology aids students in comprehending the historical context of public art and relating it to environmental issues. B. Understanding of Environmental Literacy Issues:  
In teacher assessments, the experimental group's knowledge application score was 13.0, significantly higher than the control group's score of 11.5. For self-assessment, the experimental group scored 13.9, while the control group scored 11.4. This demonstrates that VR technology effectively enhances students' understanding of environmental issues and enables them to concretize these concepts in their work.