## 4 Results
### Qualitative Data Perspective Analysis
\begin{table}
\begin{tabular}{c c c c c c c c c} \hline \hline \multirow{2}{*}{**Main Item**} & \multirow{2}{*}{**Sub Item**} & \multicolumn{6}{c}{**The Total Feedback from the Three Obsers**} \\  & & \multicolumn{6}{c}{**(Instructor, One Observing Teacher, and Students)**} \\ \cline{3-8}  & & **Mean** & **Agreement** & **Agreement** & **Neutral** & **Disagreement** \\  & & **Coefficient** & **Coefficient** & **Coefficient** & **Coefficient** & **Coefficient** \\ \hline \multirow{4}{*}{
\begin{tabular}{c} Problem Identification \\ \end{tabular} } & A1: How did you discover this problem? & & 8 & 0.89 & 1 & 0.11 & 0 & 0.00 \\ \cline{2-8}  & A2: What was your first reaction when you & & 9 & 1.00 & 0 & 0.00 & 0 & 0.00 \\ \cline{2-8}  & A3: What thoughts or assumptions do you & & 8 & 0.89 & 1 & 0.11 & 0 & 0.00 \\ \cline{2-8}  & B1: What methods did you use to gather & & 8 & 0.89 & 1 & 0.11 & 0 & 0.00 \\ \cline{2-8}  & information about the problem? & & 9 & 1.00 & 0 & 0.00 & 0 & 0.00 \\ \cline{2-8}  & B3: How did you connect the different & & 7 & 0.89 & 2 & 0.22 & 0 & 0.00 \\ \cline{2-8}  & C1: How did you break down this problem? & & 8 & 0.89 & 1 & 0.11 & 0 & 0.00 \\ \cline{2-8}  & C2: What do you think is the root cause of & & 8 & 0.89 & 1 & 0.11 & 0 & 0.00 \\ \cline{2-8}  & C3: How did you analyze the factors & & 9 & 1.00 & 0 & 0.00 & 0 & 0.00 \\ \hline \multirow{4}{*}{Idea Generation} & D1: What creative solutions did you & & 8 & 0.89 & 1 & 0.11 & 0 & 0.00 \\ \cline{2-8}  & D2: How did you come up with these ideas? & & 9 & 1.00 & 3 & 0.33 & 1 & 0.11 \\ \cline{2-8}  & D3: Which idea do you think has the & & 7 & 0.78 & 2 & 0.22 & 0 & 0.00 \\ \cline{2-8}  & C1: What criteria did you use to evaluate & & 8 & 0.89 & 1 & 0.11 & 0 & 0.00 \\ \cline{2-8} Solution & E2: How did you select the best solution? & & 9 & 1.00 & 0 & 0.00 & 0 & 0.00 \\ \cline{2-8} and Selection & E3: What advantages do you think this & & 8 & 0.89 & 1 & 0.11 & 0 & 0.00 \\ \cline{2-8}  & & F1: How did you develop the & & 8 & 0.89 & 1 & 0.11 & 0 & 0.00 \\ \cline{2-8}  & implementation and Evaluation & & 8 & 0.89 & 1 & 0.11 & 0 & 0.00 \\ \cline{2-8}  & F2: What challenges did you face during the & & & & & & & & \\ \cline{2-8}  & implementation, and how did you & & 0.89 & 8 & 0.89 & 1 & 0.11 & 0 & 0.00 \\ \cline{2-8}  & solve them? & & & & & & & & & \\ \cline{2-8}  & F3: How did you evaluate the effectiveness & & 8 & 0.89 & 1 & 0.11 & 0 & 0.00 \\ \cline{2-8}  & of the solution? & & & & & & & & \\ \hline \hline \end{tabular}
\end{table} 
Table 30: Summary of observation coefficients for VR teaching strategy—qualitative data. selection, and implementation and evaluation. In the problem identification stage, the feedback reports might record whether students' problem discovery methods are diverse and whether they accurately grasp the core of the problem. In the idea generation stage, the quantity and quality of students' creative ideas are documented. In the data presentation of Tables 28 and 29, these feedback contents are classified and statistically analyzed according to different CPS stages and specific items, presenting an intuitive view of students' performances in each link. Which presents a statistical summary of the qualitative data regarding the implementation of virtual reality teaching strategies, we can observe the following:  
1. Problem Identification:  
The average agreement coefficient for problem identification reached 0.93. (1) In response to the question \"A1 How did you discover this problem?\", the average agreement coefficient was 0.89. Both teachers and students expressed strong affirmation of this sub-item, indicating that most participants could clearly describe the process of discovering the problem. For the question \"A2 What was your first reaction when you encountered this problem?\", the agreement coefficient was 1.00, with all participants agreeing they could respond quickly and take appropriate action when faced with a problem.