Along with the change in social environment, a lot of families ignore the parenting styles to result in weak empathy of students, who simply see others’ faults but ignore personal responsibilities. In the experiential education process, the guides encourage students to seek for answers by themselves, allowing students presenting sense of participation and sense of accomplishment. Nevertheless, it requires more research to prove whether experiential education activity could enhance students’ learning effectiveness. Apply experimental design model to the quasi-experimental study, total 198 students in Jiangsu, as the research objects, are precede the 16-week (3 hours per week for total 48 hours) experimental teaching. The research results are summarized as following. 1. Applying virtual reality to experiential education with teams, students reveal good interaction with peers and receive honor and affirmation in the group. The learning attitude and motivation are therefore positive. 2. Applying virtual reality to experiential education activity for team tasks and peers interaction, students present the ability to organize and execute action processes to achieve specific achievement belief and achieve the objectives with the application of virtual reality to experiential education. 3. Students favoring the application of virtual reality to experiential education would engage in the group and regard it as the model to change the behaviors. In this case, students participating in virtual reality applied experiential education appear significantly positive correlations between learning attitude and learning effectiveness. According to the results to propose suggestions, it is expected to more effectively integrate teachers or adjust the directions of teaching strategies to effectively provide the effort direction for students’ learning needs.
Empirical Study on the Effects of the Application of Virtual Reality to Experiential Education on Students’ Learning Attitude and Learning Effectiveness
