Abstract
Virtual reality (VR) stands as a cutting-edge educational platform facilitating the visualization of intricate engineering and sustainability concepts, yet there exists a notable research gap regarding its potential to enhance sustainability education. This study compared traditional lectures, VR animations on flat screens, and head-mounted VR on student knowledge retention and engagement in sustainability education. A quasi-experimental design was employed with Pre (N = 55), Post1 (N = 55), and Post-2 (N = 51) assessments to measure content knowledge and perceptions, using both quantitative and qualitative data. Mann-Whitney tests showed significant differences between Pre and both Post-1 (p = 0.0028) and Post-2 (p = 0.0044), but not between Post-1 and Post-2 (p = 0.5014). Content knowledge improved with both VR head-mounted displays and flat screen methods compared to traditional lectures. However, VR with head-mounted displays performed better than flat screen methods. The perception survey analysis used a two-sample test for proportions to compare the delivery modes. Post survey scores indicated that head-mounted VR had higher mean and median values compared to traditional and flat screen methods, suggesting it was perceived as more valuable, engaging, and effective in learning. Sentiment analysis of open-ended responses showed that students rated the flat screen delivery mode more positively in Post-2. Although head-mounted VR showed a similar trend, it didn't achieve the same level of positivity. Enhancing the user interface and visual quality could improve its positive sentiment. The results highlight VR's effectiveness as an educational tool, providing immersive, customizable learning environments and risk-free simulations that could transform sustainability education and equip future leaders for global challenges.
