## 4 Results
### Pre-Test Analysis of Public Art and Environmental Literacy Issues
\begin{table}
\begin{tabular}{c c c c c c} \hline \hline \multicolumn{2}{c}{**Public Art Creation**} & \multicolumn{2}{c}{**Teacher Evaluation**} & \multicolumn{2}{c}{**Student Self-Assessment**} \\ \hline \multirow{4}{*}{**Knowledge**} & **Experimental** & \multirow{2}{*}{**Group**} & **Control Group** & **Experimental** & \multirow{2}{*}{**Control Group**} \\  & & **Average Score** & & **Average Score** & & **Average Score** \\ \hline \multirow{4}{*}{**Knowledge**} & Understanding of Public Art (15 points) & 14.5 & 12.5 & 13.8 & 11.6 \\ \cline{2-6}  & Understanding of Environmental Literacy & \multirow{2}{*}{13.0} & 11.5 & 13.9 & 11.4 \\  & Issues (15 points) & & & & \\ \cline{2-6}  & Application of Art and Design Principles & \multirow{2}{*}{9.0} & 7.5 & 8.9 & 7.6 \\  & (10 points) & & & & \\ \hline \multirow{4}{*}{Skills} & Technical Execution and Artistic & \multirow{2}{*}{13.5} & 11.0 & 13.5 & 11.2 \\  & Expression (15 points) & & & & \\ \cline{2-6}  & Thinking and Design (15 points) & & & & \\ \hline \multirow{4}{*}{Attitudes} & Awareness and Responsibility for & \multirow{2}{*}{13.5} & 12.5 & 13.5 & 10.7 \\  & Environmental Protection (15 points) & & & & \\ \cline{2-6}  & Creative Attitude and Initiative (15 points) & & & & \\ \hline \multicolumn{2}{c}{Total} & 90.5 & 79 & 91 & 74.8 \\ \hline \hline \end{tabular}
\end{table} 
Table 26: Teacher and student self-assessment for public art creation. C. Application of Artistic and Design Principles:  
In teacher assessments regarding the application of artistic principles, the experimental group scored 9.0 out of 10, compared to 7.5 out of 10 for the control group. In self-assessments, the experimental group scored 8.9, while the control group scored 7.6. This indicates that VR technology allows students to apply artistic principles, such as color, form, and line, more flexibly. (2) Skills Dimension  
A. Technical Execution and Artistic Expression:  
In teacher assessments, the experimental group scored 13.5, significantly higher than the control group's score of 11.0. In self-assessments, both groups scored equally at 13.5 for the experimental group and 11.2 for the control group. This shows that students are more adept at mastering technical skills and creating artistically compelling works when using VR for creation. B. Creative Thinking and Design:  
In teacher assessments, the experimental group's scores for thinking and design were 14.0, significantly surpassing the control group's score of 12.0. In self-assessments, the experimental group scored 14.1, while the control group scored 12.2. This indicates that VR technology provides students with greater creative freedom, enabling them to achieve higher levels of design capability. (3) Attitudes Dimension  
A. Environmental Awareness and Sense of Responsibility:  
In teacher assessments, the experimental group scored 13.5 for environmental awareness, significantly higher than the control group's score of 12.5. In self-assessments, the scores were the same, with the experimental group at 13.5 and the control group at 10.7. This suggests that VR technology, through immersive simulations, helps students better understand the importance of environmental protection and enhances their sense of responsibility. B. Creative Attitude and Initiative:  
In teacher assessments, the experimental group's scores for creative attitude and initiative were 13.0, also significantly higher than the control group's score of 12.0. In self-assessments, the experimental group scored 13.3, while the control group scored 10.1. This indicates that VR technology can stimulate students' creative enthusiasm, encouraging them to actively explore and address challenges encountered in their creative processes.