## 4 Results
### Pre-Test Analysis of Public Art and Environmental Literacy Issues
Analysis of Learning Outcomes in Public Art  
(1) One-Way ANCOVA for Public Art Knowledge  
As shown in Table 13, after controlling for the prior knowledge of the two groups, the effect of different teaching strategies on public art knowledge was significant, with F = 5.737 *. This indicates that the knowledge of public art varies depending on the teaching strategy. Table 14, which presents the descriptive statistics for public art knowledge, shows that the adjusted mean of the experimental group was higher than that of the control group. This suggests that the integration of virtual reality teaching strategies into public art courses had a positive impact on students' public art knowledge. (2) Analysis of Public Art Skills: One-Way ANCOVA  
As shown in Table 15, after controlling for the influence of the baseline skills of both groups on public art skills, the effect of different teaching strategies on public art skills was found to be significant (F = 15.312 ***). This indicates that public art skills differ due to the variation in teaching strategies. Table 16 summarizes the descriptive statistics for public art skills, revealing that the adjusted mean for the experimental group is higher than that of the control group. This suggests that the integration of virtual reality teaching strategies in the public art curriculum positively impacts public art skills. \begin{table}
\begin{tabular}{c c c c} \hline \hline
**Source** & **SS** & _df_ & **MS** & **F** \\ \hline Knowledge Comparison Between the Two Groups & 0.319 & 1 & 0.319 & 0.095 \\ \hline Teaching Strategies & 19.202 & 1 & 19.202 & 5.737 * \\ \hline Error & 204.151 & 61 & 3.347 & \\ \hline Total & 4612.500 & 64 & \\ \hline \hline \end{tabular}
\end{table} 
Table 13: Summary of ANCOVA for public art knowledge. \begin{table}
\begin{tabular}{c c c c c} \hline \hline
**Group** & **N** & **Mean** & **SD** & **Adjusted Mean** \\ \hline Experimental group & 29 & 77.32 & 6.71256 & 77.29 \\ \hline Control group & 35 & 67.92 & 6.04778 & 67.95 \\ \hline \hline \end{tabular}
\end{table} 
Table 12: Descriptive statistics of overall learning effectiveness in public art and environmental literacy issues. \begin{table}
\begin{tabular}{c c c c c} \hline \hline
**Source** & **SS** & _df_ & **MS** & **F** \\ \hline Pre-Test of Public Art Skills: Comparison Between Two Groups & 5.386 & 1 & 5.386 & 1.631 \\ \hline Teaching Strategies & 50.562 & 1 & 50.562 & 15.312 *** \\ \hline Error & 201.425 & 61 & 3.302 & \\ \hline Total & 3212.500 & 64 & \\ \hline \hline \end{tabular}
\end{table} 
Table 15: Summary of ANCOVA for public art skills. (3) Analysis of Public Art Attitudes Using One-Way ANCOVA  
As shown in Table 17, after controlling for the pre-existing attitudes of both groups of students, the analysis revealed that the effect of different teaching strategies on attitudes toward public art was significant, with an F value of 34.259 ***. This indicates that attitudes toward public art differ based on the teaching strategy employed. Furthermore, as indicated in Table 18, the adjusted mean attitude score of the experimental group was higher than that of the control group, suggesting that the integration of virtual reality teaching strategies into the public art curriculum positively influenced students' attitudes toward public art. 3. Analysis of Learning Outcomes on Environmental Literacy Issues  
(1) One-Way ANCOVA for Environmental Literacy Knowledge  
As presented in Table 19, after controlling for the prior knowledge of both groups regarding environmental literacy issues, the analysis revealed a significant effect of different teaching strategies on environmental literacy knowledge, with an F value of 17.348 ***. This indicates that students' knowledge of environmental literacy issues depending on the teaching strategy employed. Additionally, the descriptive statistics summarized in Table 20 indicate that the adjusted mean score for the experimental group is higher than that of the control group.