高等教育機関における環境教育のためのバーチャルリアリティ：系統的レビュー
Virtual Reality for Environmental Education in Higher Education Institutions: A Systematic Review (原題)
He Lewei
🤖 gxceed AI 要約
日本語
本レビューは、高等教育における環境教育へのVR適用を、SDGsの観点からPRISMA手法で分析した。2017〜2024年の17件の実証研究を対象に、インタラクティブな仮想環境と360度動画の2つの実装方法を特定し、環境知識、感情関与、リスク認識、環境配慮行動意図の向上を報告。仮想フィールドトリップは内発的動機付けを高め、従来の野外活動に伴う炭素排出を削減する可能性が示された。
English
This systematic review analyzes VR applications in higher education environmental education through the lens of SDGs. Using PRISMA, 17 empirical studies (2017-2024) were examined, identifying two implementation methods: interactive virtual environments and 360-degree videos. Both improved environmental knowledge, emotional engagement, risk perception, and pro-environmental behavioral intentions. Virtual field trips enhanced intrinsic motivation while reducing carbon footprint compared to traditional fieldwork.
Unofficial AI-generated summary based on the public title and abstract. Not an official translation.
📝 gxceed 編集解説 — Why this matters
日本のGX文脈において
日本の大学では、カーボンニュートラル宣言やSDGs教育の推進が進む中、本レビューは教育現場での脱炭素化と環境意識向上の両立に示唆を与える。特に、フィールドワークの代替としてのVRは、教育の質を保ちながら学生の移動に伴う排出削減に寄与する可能性があり、大学の環境報告や統合報告書での教育活動の位置づけにも関連する。
In the global GX context
Globally, higher education institutions face pressure to align with sustainability goals and reduce their carbon footprint. This review provides evidence that VR can serve as a low-carbon alternative to traditional fieldwork while enhancing environmental learning outcomes. It supports the integration of digital tools in sustainability education, relevant to institutions reporting under frameworks like GRI or aligning with SDG targets.
👥 読者別の含意
🔬研究者:Provides a structured overview of VR in environmental education, identifying research gaps and methodological limitations for future studies.
🏢実務担当者:Offers practical insights for educators and sustainability teams in universities to adopt VR for environmental education, potentially reducing travel-related emissions.
🏛政策担当者:Highlights the potential of VR in achieving educational sustainability goals, informing policies that support digital infrastructure in higher education.
📄 Abstract（原文）
This systematic review examines the application of Virtual Reality (VR) in environmental education within higher education institutions, framed by the United Nations Sustainable Development Goals (SDGs) and the demand for innovative teaching methods that promote environmental awareness. Using the PRISMA framework, 17 empirical studies published between 2017 and 2024 were analysed, covering the implementation, usage and impacts of VR adoption, particularly from the perspective of SDGs such as environmental protection, climate change, and pollution. The findings reveal that VR is primarily implemented through two methods, interactive virtual environments and 360-degree videos, with both modalities were generally associated with improvements in environmental knowledge, emotional engagement, risk perception, and pro-environmental behavioural intentions. Virtual field trips were identified as a particularly effective usage for increasing intrinsic motivation while reducing the carbon footprint associated with traditional fieldwork. Although challenges remain - including limited theoretical grounding, varied sample sizes, high costs, and potential physical discomfort - VR demonstrates promising potential as a pedagogical tool to foster environmental responsibility, sustainable behaviours, and critical awareness of ecological issues in higher education.
🔗 Provenance — このレコードを発見したソース
- semanticscholar https://jidmis.org/index.php/jidmis/article/download/1731/684first seen 2026-08-27 05:44:48 · last seen 2026-09-21 05:17:40
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