In recent years, several researchers have introduced spherical video-based virtual reality (SVVR) into classroom teaching to help students learn different subjects. In SVVR learning, learners are typically presented with great autonomy over their learning process. Therefore, learners should engage in self-regulated strategy (SRS) learning in order to successfully study in SVVR. However, learners often struggle to self-regulate their learning. Therefore, we implemented a SRS intervention in SVVR. In this study, a SVVR environment was developed to situate students in art history contexts; moreover, the SRS was employed to guide students to improve their performance and to make reflections on their own performance. In order to evaluate the proposed approach’s effectiveness, we carried out an experiment in a university art history class. The experiment results reveal more positive effects of the SRS-based SVVR approach compared with the non-SRS-based SVVR approach in terms of the learners’ learning achievements, self-regulation, meta-cognitive awareness, as well as self-efficacy. In addition, this study specified that this approach would not have an effect on students’ cognitive load. As a result, the SRS-based SVVR approach proposed in the current study was effective in art history education.

During the COVID-19 pandemic, campuses are closed, and many schools are forced to transition to online instruction. There are many problems in landscape architecture education during the pandemic such as students’ decreased attention, poor self-regulation, low proactivity, and difficulty in grading. In addition, situational effects are required for landscape architecture education, but online education lacks the necessary case scenarios for courses during the pandemic. In order to solve these problems, the present study adopted a more accessible, and interactive spherical video-based immersive virtual reality (SV-IVR) approach, developed a landscape architecture SV-IVR learning system, and conducted a quasi-experimental study to examine its effectiveness. The results indicated that the experimental group students showed more positive results in their learning achievements, learning attitudes, and self-regulation than the control group. Besides, it was found that students required more time to develop their self-efficacy and that this system would not have an effect on students’ cognitive load.

Many courses are transitioning from offline to online instruction in the wake of the COVID-19 pandemic. Landscape architecture conservation courses face problems such as reduced interest in learning, poor learning attitudes and low learning efficiency among students. At the same time, due to the nature of landscape architecture conservation courses, students need more experience to learn well, and many landscape architecture courses do not meet this requirement. Online education also lacks the necessary education scenarios and is not very immersive, making it difficult to meet students’ learning needs. Continued advances in technology have provided new ways for people to connect with nature, increasing awareness and adoption of sustainable landscape architecture practices. To solve the above problems, this study uses multisensory spherical video-based immersive virtual reality technology to develop a VR learning system for landscape architecture conservation courses based on the senses of sight, sound and smell. This system is simple to operate, but interactive and immersive. A quasi-experimental study was also conducted to test the effectiveness of the system. Analyzing the results of the study, students in the experimental group outperformed students in the control group in terms of learning achievements, learning model satisfaction, technology acceptance, flow experience and learning attitudes, which suggests that the use of multisensory spherical video-based immersive virtual reality technology in a landscape architecture conservation course is effective in improving students’ learning performances, and that the study can provide input for the development of other courses.