## 2 First Formative Assessment (Introductory Level)
The learning contexts provided by VR allowed students to confront public art and environmental literacy issues more directly, enhancing their learning effectiveness. In the advanced level of \"Aesthetic and Spatial Representation\", teacher evaluations and peer self-assessments revealed no significant differences in performance between the VR and control groups concerning form (figurative, semi-figurative, abstract) and color application. This indicates that students' performances in these areas largely depended on individual aesthetic abilities and artistic perception rather than the application of VR technology. Therefore, we can conclude that the application of VR technology did not significantly enhance aesthetic composition in public art. Conversely, in the spatial representation of public art, the advantages of VR technology were prominently reflected in students' performances concerning form, environmental interaction, and spatial perspective, with the VR group performing significantly better than the control group. This suggests that VR technology can significantly enhance students' understanding of modeling design, environmental interaction, and spatial perspective. The control group primarily relied on traditional spatial design methods, and due to the limitations of static two-dimensional images, they could not fully grasp the spatial perspective and structure of their works like the VR group. In the advanced level of \"Public Art Creation\", results from teacher evaluations and peer self-assessments indicated that students in both the experimental and control groups scored higher than the control group across knowledge, skills, and attitudes. This suggests that VR teaching strategies positively influence students' learning performance, particularly in spatial interaction and creative practice, such as group discussion engagement, ideation, public art creation, and the application of environmental issues. Effectiveness of Student Environmental Literacy in Integrating Environmental Education and Issues into Teaching  
The Twelve-Year Basic Education Environmental Education framework is organized around five major themes: environmental ethics, sustainable development, climate change, disaster prevention and mitigation, and sustainable use of energy resources. This study addresses the most pressing issues concerning environmental ethics, climate change, and sustainable energy resource utilization. Over a period of 18 weeks, three instructional units--entry-level, foundational level, and advanced level--were implemented to assess students' environmental literacy effectiveness across these units. The findings are detailed as follows:  
**1. Unit One: Public Art and Environmental Literacy Issues**  
This unit emphasizes the importance of understanding the fundamental concepts of public art while integrating core environmental issues such as environmental ethics, climate change, and sustainable energy resource utilization into artistic creations. Through virtual reality (VR) technology, students can experience the impact of climate change on ecosystems and the environmental challenges posed by resource consumption within a virtual environment. Knowledge Enhancement: VR technology provides an immersive learning experience, allowing students to intuitively comprehend the environmental crises brought on by climate change, the necessity of sustainable energy use, and how to integrate environmental ethics into their artistic practices. The experimental group showed significantly higher knowledge scores compared to the control group, indicating that virtual reality plays a crucial role in helping students grasp these complex issues more effectively. Attitude Change: Through VR simulations, students gained a more visceral understanding of the severity of climate change and the consequences of improper energy use, reinforcing their understanding of environmental ethics and sense of responsibility.