## 6 Conclusions
### Future Research Directions  
Building on the research results of this study, future investigations can expand the application of VR360 and the integration of indigenous culture into an effective tool for environmental education across diverse academic domains as listed below.  
* Ecological cultures and characteristics of distinct indigenous groups  
The diverse landscape in Taiwan is home to various indigenous ethnic groups, each with unique ecological cultures as well as local flora and fauna. For example, the Zou tribe, residing in high mountain areas, has a profound mountain culture where animals hold spiritual significance. Exploring wildlife in the Zou Tribe's habitat, such as the Formosa serow, goats, and various aquatic species, helps understand the connection between these animals and their ecological environments, highlighting the tribe's ecological uniqueness.
* Learning traditional skills within the context of natural ecology  
VR can be used to teach traditional skills of indigenous people, such as plant-based weaving, fishing techniques, and hunting practices. In the virtual world, students can learn the practical applications of these skills and explore the balance between ecological sustainability and traditional practices. Combining VR360 technology with indigenous culture creates an immersive learning experience, enhancing appreciation and understanding of diverse cultures and their environments. This research has significant implications for cross-cultural and environmental education.  
* Extending the application of VR360 beyond Taiwan  
Emphasizing the adaptability of the VR360 approach can broaden its relevance beyond Taiwan, illustrating its potential use in various educational settings around the world. For instance, VR technology has been successfully implemented in cultural education in diverse regions, allowing students to engage with local histories and environmental conservation efforts. This adaptability demonstrates the versatility of VR as a pedagogical tool, which can be tailored to meet the needs of different student demographics while enhancing their understanding of ecological systems and cultural heritage. Additionally, by drawing parallels to similar VR applications in other contexts, such as in indigenous education in Australia or environmental education in the Amazon, we can illustrate the broader implications of this study. This approach not only strengthens the argument for VR's novelty but also contributes to the growing body of research on immersive technologiesin education, showcasing the potential for VR to facilitate cross-cultural learning and environmental awareness in various global contexts.  
Investigation: J.-C.H.; formal analysis: J.-C.H.; methodology: W.T.; writing--review, and editing: W.T. All authors have read and agreed to the published version of the manuscript.  
This research was funded by the National Science and Technology Council (NSTC), Taiwan under the grant number 112-2420-H-007-003.  
The study was conducted in accordance with the Declaration of Helsinki, and approved by the Research Ethics Committee of National Tsing Hua University, Taiwan (REC No. 11008 HT096, 1 January 2022).  
Informed Consent Statement: Informed consent was obtained from all subjects involved in the study.  
Dataset available on request from the authors.  
The authors declare no conflicts of interest.