## 2 First Formative Assessment (Introductory Level)  
KY2-1A, SY2-1A, AY2-1A showed significant levels in \"Knowledge, Skills, and Attitudes towards Public Art\", attributed to the enhanced understanding of public art due to the application of VR, which increased students' motivation and engagement. KY2-1B at the introductory level for \"Knowledge of Environmental Literacy Issues\" did not achieve significant levels, potentially due to initial VR teaching strategies and applications failing to sufficiently engage students in a deep understanding of environmental literacy issues. This indicates that teachers should enhance VR teaching strategies  
Figure 11: Matrix of students’ learning outcomes and disciplinary content knowledge. and provide students with more time for VR experiences. In remedial teaching, more VR experience time was added to the KY2-2 curriculum to gradually deepen students' understanding of environmental literacy issues. SY2-1B showed significant differences in the introductory level for \"Skills in Environmental Literacy Issues\", as VR teaching strategies provided a more immersive and interactive learning environment, allowing students to intuitively understand and apply skills related to environmental literacy issues, resulting in higher skill levels. AY2-1B indicated significant differences in the introductory level for \"Attitudes towards Environmental Literacy Issues\", as VR teaching strategies enabled students to directly perceive the importance and urgency of environmental problems, increasing their awareness and positive attitudes towards environmental literacy issues. This immersive teaching method enhanced students' sense of responsibility and engagement in environmental protection. **3. Second Formative Assessment (Basic Level)**  
KY2-2D showed no significant levels in \"Aesthetic Knowledge of Public Art\" at the basic level, possibly due to some students' unfamiliarity with operating VR, which affected their learning outcomes in aesthetic knowledge. VR requires a certain level of technical ability, and students needed time to adapt to this new learning tool, which may have contributed to the lack of significant improvement in aesthetic knowledge. Remedial teaching strategies for enhancing aesthetic knowledge could include: increasing operational training for students unfamiliar with VR to help them interact and operate within the virtual environment, and grouping students based on their operational proficiency to provide simpler, step-by-step instructional content for those needing additional support while offering more challenging material for those more familiar with the operation. KY2-2C achieved significant levels in \"Knowledge of Spatial Representation in Public Art\" at the basic level, likely due to VR allowing students to explore and observe space in an immersive environment, enhancing their intuitive understanding of spatial representation concepts. The 3D visualization provided by VR enabled students to observe and interact from multiple angles, thereby strengthening their understanding of spatial representation. KY2-2 AB, SY2-2 AB, AY2-2 AB did not undergo assessment at the basic level due to insufficient time during the implementation of the teaching plan to complete all assessment items within the scheduled timeframe. The need for more ample time for students to adapt to VR learning also led to adjustments in subject content, thus affecting the pace and arrangement of assessments. In remedial teaching, teachers provided individualized VR experiences focused on public art and environmental literacy issues for KY2-2 AB, SY2-2 AB, and AY2-2 AB students to address time constraints, allowing more opportunities for students to adapt to VR learning. **4. Overall Assessment (Advanced Level)**  
KY3 AB, SY3 AB, AY3 AB indicated significant differences at the advanced level in \"Knowledge, Skills, and Attitudes towards Public Art and Environmental Literacy Issues\", suggesting a positive significant impact of VR teaching strategies on student learning outcomes.