## 2 First Formative Assessment (Introductory Level)
### Learning Outcomes of Integrating Virtual Reality into Art Curriculum Instructional Units  
Overall, the integration of VR into the art curriculum significantly outperformed traditional teaching methods concerning public art and environmental literacy issues. Virtual reality technology not only enhanced students' learning in public art knowledge, skills, and attitudes but also significantly improved their understanding of environmental issues and the formation of responsibility. In contrast, the creative outputs of students in the control group were relatively unremarkable, particularly characterized by passive attitudes and engagement. This study employs the three phases of the CPS model: \"Understanding the Challenge\", \"Generating Ideas\", and \"Preparing for Action\", constructing a layered learning framework across three units that enable students to systematically explore, discuss, and create around environmental literacy topics such as climate change, environmental ethics, and sustainable energy resource utilization. The following outlines students' learning outcomes across the three instructional units of the art curriculum integrated with VR:  
1. Learning Outcomes from Integrating VR into Public Art and Environmental Issues Unit  
In Unit One, students utilized VR technology to explore and understand topics such as climate change, environmental ethics, and sustainable energy resource utilization. VR provided an immersive learning experience, allowing students to observe the effects of environmental problems, such as extreme climate events and the impacts of global warming and various forms of human pollution. Through sensory experiences, students deepened their understanding of environmental issues and utilized VR YouTube 360 videos to experience different environmental contexts, highlighting how these problems affect human society. Specific outcomes include the following: In the context of climate change, students experienced extreme weather events through VR simulations, such as rising sea levels and melting ice in polar regions, and documented their understanding and reflections on climate change through reports. In terms of environmental ethics, students engaged in group discussions to reflect on the destruction caused by human activities and environmental responsibilities, discussing how to practice environmentally friendly behaviors while recording their observations and thoughts. Finally, regarding sustainable energy resource utilization, students explored issues related to resource sustainability and discussed solutions through energy-saving habits and renewable energy sources. Through collaborative work, students gathered information related to environmental challenges, conducted preliminary problem confirmations, and proposed detailed analytical reports. 2. Learning Outcomes of Integrating VR into Aesthetic Composition and Spatial Representation of Public Art  
In Unit Two, students engaged in collaborative learning and creative brainstorming to discuss how to express issues such as climate change, environmental ethics, and the sustainable use of energy resources through public art. The implementation of VR technology allowed students to visualize the creative possibilities more concretely, enabling them to explore the relationship between public art and environmental protection through aesthetic forms and spatial representation. By working in groups, students collectively deliberated on how to incorporate these creative ideas into public art while integrating environmental education topics, thus proposing innovative and feasible solutions. The specific outcomes are as follows: Regarding climate change, students suggested employing a dual-color application in public art's aesthetic composition to symbolize the consequences of global warming, utilizing an eye-catching red to represent this phenomenon and raising public awareness of the severity of climate change.