## 4 Results
### Qualitative Data Perspective Analysis
(1) In response to \"D1 What creative solutions did you propose during the discussion?\", the average agreement coefficient was 0.89, indicating that participants could propose a variety of creative solutions. For \"D2 How did you come up with these ideas?\", the agreement coefficient was 1.00, with all participants affirming their ability to generate creative thoughts. For \"D3 Which idea do you think has the most potential?\", the average agreement coefficient was 0.78, indicating that most participants could identify the most promising ideas. (2) During the creative generation process, the observing teacher noticed that some students displayed high levels of creativity and proactivity, successfully proposing diverse creative solutions. However, some students appeared relatively passive, possibly due to limited understanding of virtual reality technology or a lack of confidence in sharing their ideas. This situation may require more guidance and encouragement from the teacher. Thus, the observing teacher recommended that teachers encourage more students to participate in discussions and present their innovative ideas regarding the virtual reality public art course. 5. Solution Evaluation and Selection:  
The average agreement coefficient for solution evaluation and selection reached 0.93. (1) In the question \"E1 What criteria did you use to evaluate the solutions?\", the average agreement coefficient was 0.89, indicating that participants could use clear criteria to evaluate the solutions. For \"E2 How did you choose the best solution?\", the agreement coefficient was 1.00, with all participants affirming their ability to select the best solution. For \"E3 What advantages do you believe this solution has?\", the average agreement coefficient was 0.89, suggesting that participants could clearly articulate the advantages of the solution. (2) At this stage, the observing teacher found that students had different evaluation criteria for various solutions. Some students might prioritize the creativity of the solutions, while others might focus on the practicality and feasibility of the solutions. Moreover, due to the nature of virtual reality technology, certain solutions might encounter technical issues during implementation. Therefore, the observing teacher recommended that the evaluation of solutions should encompass more practical and verification aspects. Teachers could also arrange for students to operate in different virtual scenarios and observe their performances. Additionally, the teacher suggested introducing a third-party assessment mechanism to evaluate students' learning outcomes, ensuring that the selection of solutions is more scientific and objective. 6. Implementation and Evaluation:  
The average agreement coefficient for implementation and evaluation reached 0.89. (1) In the question \"F1 How did you develop the implementation plan?\", the average agreement coefficient was 0.89, indicating that participants could effectively develop an implementation plan. For \"F2 What challenges did you encounter during implementation, and how did you solve them?\", the average agreement coefficient was 0.89, showing that participants could overcome challenges and resolve problems during implementation. For \"F3 How did you assess the effectiveness of this solution?\", the average agreement coefficient was 0.89, indicating that participants could effectively evaluate the solution's effectiveness. (2) In this phase, the observing teacher noted that students faced several challenges. Firstly, the number of virtual reality devices became a major issue, preventing some students from receiving adequate hands-on practice in class. Secondly, some students encountered technical problems when using the virtual reality equipment, which could impact their learning outcomes. Therefore, the observing teacher suggested that during the implementation process, teachers should hold regular feedback meetings to gather students' operational reactions and technical feedback, adjusting the course based on this feedback.