## 3 Materials and Methods
### Research Design  
This study employed a quasi-experimental design by dividing participants into experimental and control groups. The experimental group used the VR360 ecological system for learning, while the control group received instruction through the traditional teaching method (using PowerPoint and video teaching materials). There are 23 VR modules in the VR360 ecological system and it takes about 5 min to view each VR module. The total instruction took two hours for both groups to complete the learning activity. Both groups completed pre-tests and post-tests to evaluate the impact of different teaching methods on their learning outcomes (20 min for each test). They filled out the learning motivation and  
Figure 10: Architecture diagram of the VR360 ecological system. cognitive load scales after the instruction (5 min for each scale). In addition, the experimental group had to complete a system satisfaction questionnaire (10 min) to gain insights into their learning experiences and provide feedback on the VR360 ecological system. The total teaching experiment took about 3 h. The flowchart of the teaching experiment is shown in Figure 11.  
This study utilized four research tools: the achievement test, the learning motivation and cognitive load scales, and the system satisfaction questionnaire, as described below. * Achievement Test  
This study designed an achievement test based on the learning content to investigate the difference in learning effectiveness between the two groups before and after learning. The achievement test comprised 16 multiple-choice questions, each offering four selection options (see Appendix A). The test questions were reviewed by two science teachers to ensure their reliability and alignment with learning objectives. * Learning Motivation Scale  
This study employed a learning motivation scale (see Appendix B) to measure participants' learning motivation after the treatment and analyzed the differences resulting from different teaching methods. This study used [PERSON], [PERSON], and [PERSON]'s learning motivation scale [49], which adopted a five-point Likert scale as the evaluative mechanism with the scores ranging from \"strongly agree = 5\" to \"strongly disagree = 1\" and a higher score representing a higher level of learning motivation. * Cognitive Load Scale  
To investigate the difference in cognitive load between the two groups, this study used the cognitive load scale revised by [PERSON], [PERSON], and [PERSON] [49], originally designed by [PERSON] [21]. The scale comprised eight questions and employed a five-point Likert scale as the evaluation mechanism. The scores range from \"strongly agree = 5\" to \"strongly disagree = 1\", with a lower score indicating a lower level of cognitive load. The dimensions of the cognitive load scale include \"mental load\", which evaluates the difficulty of the learning content or task challenge, and \"mental effort\", which evaluates the amount of mental resources required by the learning method (see Appendix C). * System Satisfaction Questionnaire  
This questionnaire is designed to assess user satisfaction with the VR360 ecological system regarding its cognitive usefulness and ease of use. This study revised the system satisfaction questionnaire proposed by [PERSON], [PERSON], and [PERSON] [49], employing the Technology Acceptance Model (TAM) with a five-point Likert scale as the evaluation mechanism. The scores range from \"strongly agree = 5\" to \"strongly disagree = 1\" and a higher score indicates a higher level of learner satisfaction with the system. Figure 11: Flowchart of the teaching experiment for both groups. The rationale for selecting these research questions is grounded in understanding the unique educational impacts of VR-based learning compared to traditional methods, especially in the context of environmental and cultural conservation.