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<p>This study investigates a new model of Yellow River cultural education using virtual reality (VR) photography to enhance cultural learning and identity formation. A mixed-methods case study design was employed, with a focus on the Yellow River Guardian VR exhibition. The participants included 30 university students, 10 audience members, and 5 teachers recruited from Shandong Province. Data collection combined pre- and post-test knowledge assessments, a 14-item Likert-scale questionnaire, and semi-structured interviews. The quantitative data were analysed through paired-sample t-tests and descriptive statistics, whereas the qualitative data were subjected to thematic coding with intercoder reliability (κ = 0.82). The findings revealed that the VR exhibit significantly improved students’ cultural knowledge (pre-test M = 2.63, post-test M = 4.40; t = − 7.74, p &lt; 0.001), enhanced cultural identity (M = 4.33, SD = 0.66), and increased classroom engagement (M = 4.17, SD = 0.70). Compared with traditional teaching, interview analysis revealed stronger emotional resonance and perceived authenticity, although participants highlighted the need for richer contextual interpretation and interactive features. This study contributes to the literature by demonstrating how panoramic VR can support cultural education in the Chinese context. Limitations include the small sample size, lack of a control group, and limited interactivity of the VR platform. Future work should incorporate larger randomized samples, more interactive VR designs, and integration with AI-driven narration and metaverse applications to optimize cultural learning outcomes.</p>

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Exploration of a new model of Yellow River cultural education based on VR photography exhibitions

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年10月15日

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  • Hao Yang,
  • Khairul Azhar Jamaludin

摘要

This study investigates a new model of Yellow River cultural education using virtual reality (VR) photography to enhance cultural learning and identity formation. A mixed-methods case study design was employed, with a focus on the Yellow River Guardian VR exhibition. The participants included 30 university students, 10 audience members, and 5 teachers recruited from Shandong Province. Data collection combined pre- and post-test knowledge assessments, a 14-item Likert-scale questionnaire, and semi-structured interviews. The quantitative data were analysed through paired-sample t-tests and descriptive statistics, whereas the qualitative data were subjected to thematic coding with intercoder reliability (κ = 0.82). The findings revealed that the VR exhibit significantly improved students’ cultural knowledge (pre-test M = 2.63, post-test M = 4.40; t = − 7.74, p < 0.001), enhanced cultural identity (M = 4.33, SD = 0.66), and increased classroom engagement (M = 4.17, SD = 0.70). Compared with traditional teaching, interview analysis revealed stronger emotional resonance and perceived authenticity, although participants highlighted the need for richer contextual interpretation and interactive features. This study contributes to the literature by demonstrating how panoramic VR can support cultural education in the Chinese context. Limitations include the small sample size, lack of a control group, and limited interactivity of the VR platform. Future work should incorporate larger randomized samples, more interactive VR designs, and integration with AI-driven narration and metaverse applications to optimize cultural learning outcomes.