In 2019, the United Nations released its 10-year policy of “ESD for 2030”. Many schools around the world have actively participated in the transformation and have included the United Nations Sustainable Development Goals (SDGs) in Education for Sustainable Development (ESD). Many developed countries hope to combine the concept of STEAM education (Science, Technology, Engineering, Art, and Mathematics) with interdisciplinary learning, and apply it to ESD. This study intended to integrate the sustainability concept into Virtual Reality (VR) system-aided STEAM education, in order to provide school children with integrated interdisciplinary STEAM education. A literature review was conducted and the research hypotheses were proposed. The empirical method and questionnaires were used as research methods to investigate the influence of the proposed system on the students’ satisfaction, self-efficacy, and learning outcomes after cognition learning. The results of this study showed that the combination of STEAM education, with VR-aided experience courses, could help to improve the learning satisfaction and outcomes of students and to arouse their learning motivation. However, the proposed system needs an ESD that is based on students’ traditional culture (such as designing a role-playing game), so that they can improve their self-efficacy through playing a VR game. Although VR games are interesting, they are difficult for some students to play. Therefore, it is necessary to adjust the teaching materials, methods, and strategies appropriately by using information technology, so that ESD can be achieved by inspiring students to explore continuously. The findings can serve as a reference for further relevant studies.

This study focuses on serious virtual reality games, and how users can increase their understanding of the sustainable innovation learning (SIL) model and their familiarity with sustainable development strategies. “Users” of serious games consists of all possible target groups that are interested in attaining knowledge of sustainability through the use of games that are designed for a purpose beyond entertainment, in this case, for sustainable education. This research investigates the sustainable innovation experiential learning model by using a virtual chemistry laboratory to affect academic achievement. A questionnaire was completed by students who had used the virtual lab, and structural equation modeling (SEM) was applied for analysis. Importance-performance matrix analysis (IPMA) was able to help expand the basic partial least square (PLS)-SEM result with the fraction. The results show that experiential learning significantly affects learning motivation and academic achievement. Cognitive load and self-efficacy significantly affect learning motivation. Involvement significantly affects academic achievement. The virtual chemistry laboratory significantly affects academic achievement. Students who used the sustainability innovation experiential learning model obtained a better understanding of the chemical concepts. Moreover, a virtual lab promotes students’ motivation in regard to chemistry.

Since recommendation systems possess the advantage of adaptive recommendation, they have gradually been applied to e-learning systems to recommend subsequent learning content for learners. However, problems exist in current learning recommender systems available to students in that they are often...

Changes in the way people use information come from the concept of the most primitive human migration rule. Scholars hold that migration can be considered as a switching of people’s place of residence, but the migration of people is not limited to the migration of residence. The marketing field also borrows the population migration theory to further explore the switching behavior of customers; educationalists also discuss migration of learning through migration theory. In this regard, the migration of human beings is a process of historical evolution, though it takes several decades to understand history from the perspective of such evolution. Hence, if there is a decision-making system that simulates evolution and estimation through 3D graphics, then players may better understand the impact of environmental migration and changes on humanity. This study adopts Push-Pull-Mooring (PPM) theory to explain the migration of human beings. Push is generated from people’s dissatisfaction with their place of residence, Pull is from attractions of the new environment, and personal mooring produces the intention of switching. A set of Gamification Environmental Education Applications (GEEA) and a migration scale for such apps are developed herein to explain the state where computer gamers switch to mobile app games. The results show that all four hypotheses are supported, and the path coefficient of each hypothesis is highly significant. The R² values of five intrinsic constructs are Push (R² = 0.321), Mooring (R² = 0.574), Pull (R² = 0.413), Switching intention (SI) (R² = 0.552), and SB (R² = 0.626), where the R² value of SB is quite high, indicating that the relationship between the switching behavior (SB) and the four precursors exhibits great explanatory power. Hence, the explanatory power of this model is convincing, and the teaching materials designed through gamification education deliver better learning outcomes.