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Design and Effectiveness Evaluation of a Smart Greenhouse Virtual Reality Curriculum Based on STEAM Education

Author

Listed:
  • Chuang-Yeh Huang

    (Department of Tropical Agriculture and International Cooperation, National Pingtung University of Science and Technology, Pingtung 91201, Taiwan)

  • Bo-Yuan Cheng

    (General Research Service Center, National Pingtung University of Science and Technology, Shuefu Road, Neipu, Pingtung 91201, Taiwan)

  • Shi-Jer Lou

    (Graduate Institute of Technological and Vocational Education, National Pingtung University of Science and Technology, Shuefu Road, Neipu, Pingtung 91201, Taiwan)

  • Chih-Chao Chung

    (General Research Service Center, National Pingtung University of Science and Technology, Shuefu Road, Neipu, Pingtung 91201, Taiwan)

Abstract

This study developed a smart greenhouse virtual reality (VR) curriculum based on STEAM learning and explored its effects on students’ satisfaction and learning outcomes. The objectives included evaluating STEAM capability indicators, the practicability of VR-assisted teaching, constructing the VR curriculum, discussing students’ satisfaction, and assessing the impact on learning effectiveness. The fuzzy Delphi method was used to evaluate the importance of STEAM capabilities and the practicability of VR-assisted teaching. Experimental teaching was carried out on 26 engineering students, and the case study method was adopted for hybrid analysis and discussion based on quality and quantity. The study found that “hands-on skills” and “problem-solving” were the most important capabilities, with the highest practicability in VR-assisted teaching. Based on this, an analysis was conducted on the integrated teaching design, and the smart greenhouse VR teaching materials based on STEAM learning were developed. After 18 weeks of experimental teaching, most students expressed significant positive affirmation of their satisfaction with the “STEAM smart greenhouse VR” curriculum. The study highlights the importance of hands-on skills and problem-solving in VR-assisted teaching. The study suggests that the practicability analysis of VR-assisted teaching should be reviewed according to the curriculum characteristics, and three phases of VR-assisted teaching modes, such as teacher operation, student exercises, and student testing, should be planned to guide students to learn step by step. The curriculum design and planning based on STEAM learning in this study could provide a reference for teachers and researchers to plan students’ STEAM capability training and interdisciplinary capability learning and development. The study highlights the importance of hands-on skills, problem-solving in VR-assisted teaching, and the positive impact of multi-sensory experiences on student learning outcomes. These findings can inform the development of future VR-assisted teaching materials and curricula.

Suggested Citation

  • Chuang-Yeh Huang & Bo-Yuan Cheng & Shi-Jer Lou & Chih-Chao Chung, 2023. "Design and Effectiveness Evaluation of a Smart Greenhouse Virtual Reality Curriculum Based on STEAM Education," Sustainability, MDPI, vol. 15(10), pages 1-21, May.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:10:p:7928-:d:1145210
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    References listed on IDEAS

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    1. Peng-Wei Hsiao & Chung-Ho Su, 2021. "A Study on the Impact of STEAM Education for Sustainable Development Courses and Its Effects on Student Motivation and Learning," Sustainability, MDPI, vol. 13(7), pages 1-24, March.
    2. Chuang-Yeh Huang & Shi-Jer Lou & Yuh-Ming Cheng & Chih-Chao Chung, 2020. "Research on Teaching a Welding Implementation Course Assisted by Sustainable Virtual Reality Technology," Sustainability, MDPI, vol. 12(23), pages 1-21, December.
    3. Chih-Chao Chung & Chien-Linag Lin & Shi-Jer Lou, 2018. "Analysis of the Learning Effectiveness of the STEAM-6E Special Course—A Case Study about the Creative Design of IoT Assistant Devices for the Elderly," Sustainability, MDPI, vol. 10(9), pages 1-16, August.
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