## 4 Results
### Qualitative Data Perspective Analysis  
During the teaching period of this study, the experimental group was observed by one instructor who provided classroom observation and feedback, along with two formative assessments and a post-test. The observation items encompassed various stages of Creative Problem Solving (CPS) and the Zone of Proximal Development (ZPD), ensuring a comprehensive understanding of students' performances and needs at different stages. The observation items included problem identification and data collection, which correspond to the existing level of the ZPD. Following these were problem analysis and creative generation, which relate to the proximal development zone of the ZPD. Finally, solution evaluation, selection, implementation, and assessment correspond to the potential development level of the ZPD. The qualitative data collection involved feedback from two teachers and one student from the experimental group, resulting in a total of nine feedback reports after each formative assessment. The results of the qualitative data triangulation are shown in Tables 28-30. \begin{table}
\begin{tabular}{c c c c c c} \hline \hline
**Main Item** & **Sub Item** & **Teacher (A)** & **Teacher (B)** & **Student (C)** & **Count** \\ \hline \multirow{4}{*}{Problem Identification} & A1: How did you discover this problem? & 3 & 2 & 3 & 8 \\ \cline{2-6}  & A2: What was your first reaction when you encountered & 3 & 3 & 3 & 9 \\ \cline{2-6}  & A3: What thoughts or assumptions do you have about & 3 & 3 & 2 & 8 \\ \hline \multirow{4}{*}{Data Collection} & B1: What methods did you use to gather information about & 3 & 3 & 2 & 8 \\  & the problem? & 3 & 3 & 3 & 9 \\ \cline{2-6}  & B2: From which sources did you obtain information about & 3 & 3 & 2 & 7 \\ \cline{2-6}  & B3: How did you connect the different pieces & 3 & 2 & 2 & 7 \\ \cline{2-6}  & C1: How did you break down this problem? & 3 & 2 & 3 & 8 \\ \cline{2-6}  & C2: What do you think is the root cause of the problem? & 3 & 3 & 2 & 8 \\ \cline{2-6}  & C3: How did you analyze the factors influencing & 3 & 3 & 3 & 9 \\ \hline \multirow{4}{*}{Idea Generation} & D1: What creative solutions did you propose during & 3 & 3 & 2 & 8 \\  & the discussion? & 3 & 3 & 3 & 9 \\ \cline{2-6}  & D2: How did you come up with these ideas? & 3 & 3 & 3 & 9 \\ \cline{2-6}  & D3: Which idea do you think has the most potential? & 3 & 2 & 2 & 7 \\ \hline \multirow{4}{*}{Solution Evaluation and Selection} & E1: What criteria did you use to evaluate the solutions? & 3 & 2 & 3 & 8 \\ \cline{2-6}  & E2: How did you select the best solution? & 3 & 3 & 3 & 9 \\ \cline{2-6}  & E3: What advantages do you think this solution has? & 3 & 3 & 2 & 8 \\ \cline{2-6}  & F1: How did you develop the implementation plan? & 3 & 3 & 2 & 8 \\ \cline{2-6}  & F2: What challenges did you face during the & 3 & 2 & 3 & 8 \\ \cline{2-6}  & implementation, and how did you solve them? & 3 & 3 & 2 & 8 \\ \cline{2-6}  & F3: How did you evaluate the effectiveness of the solution? & 3 & 3 & 2 & 8 \\ \hline \hline \end{tabular}
\end{table} 
Table 28: Summary of positive feedback on vr teaching strategy—qualitative data. \begin{table}
\begin{tabular}{c c c c c c c c c c c c} \hline \hline \multirow{2}{*}{**Main Item**} & \multirow{2}{*}{**Sub Item**} & \multicolumn{4}{c}{**Teacher (A)**} & \multicolumn{4}{c}{**Teacher (B)**} & \multicolumn{4}{c}{**Student (Experimental Group)**} \\ \cline{3-11}  & & **Agree** & **Neutral** & **Disagree** & **Agree** & **Neutral** & **Disagree** & **Agree** & **Neutral** & **Disagree** \\ \hline \multirow{4}{*}{Problem} & A1: How did you discover & \multirow{4}{*}{3/9} & \multirow{4}{*}{0} & \multirow{4}{*}{0} & \multirow{4}{*}{2/9} & \multirow{4}{*}{1/9} & \multirow{4}{*}{0} & \multirow{4}{*}{3/9} & \multirow{4}{*}{0} & \multirow{4}{*}{0} \\  & this problem?