Applying Virtual Reality to Study the Effects of Environmental Education on College Students’ Ethics and Environmental Literacy
Qiong Liu 1
Dafeng Gong 2
Min Chen 3  
More details
Hide details
School of Marxism, Yangtze University, Jingzhou Hubei, CHINA
Department of Information Technology, Wenzhou Vocational & Technical College, Wenzhou, CHINA
Academy of Financial Research, Wenzhou University, Wenzhou, CHINA
Online publication date: 2018-03-21
Publication date: 2018-03-21
EURASIA J. Math., Sci Tech. Ed 2018;14(6):2255–2263
This article is retracted by request from the corresponding author. Retraction Note:

Environmental risks and dilemmas in the global climate changes in past years have threatened human life. Scholars propose to reflect from the depth of human beings and establish the mutual ethic relationship between humans and natural environment to solve environmental problems. Various problems caused by the advance of technology could merely be solved by delivering correct value and natural ethics through education. Taking 360 students of Yangtze University, Hubei, as the research samples, the 32-week (3 hours per week) experimental research is preceded in this study. Among 360 distributed copies of questionnaire, 289 copies are valid, with the retrieval rate 80%. The research results show significant correlations between 1.environmental education and environmental ethics, 2.environmental ethics and environmental literacy, and 3.environmental education and environmental literacy. According to the results, suggestions are proposed, expecting to apply proper teaching methods to environmental education for smoother environmental education and effectively cultivating students’ environmental ethics and environmental literacy.
Ak, O., & Kutlu, B. (2015). Comparing 2D and 3D game‐based learning environments in terms of learning gains and student perceptions. British Journal of Educational Technology, 48(1), 129-144.
Baumgartner, C. (2014). Environmental Education in Protected Areas along the Danube – Report of the Assessment Tour. Brussels, Belgium: Europen Union.
Bearman, M., Palermo, C., Allen, L. M., & Williams, B. (2015). Learning empathy through simulation: a systematic literature review. Simulation in Healthcare, 10(5), 308-319.
Biasutti, M. (2015). An intensive programme on education for sustainable development: the participants’ experience. Environmental Education Research, 21(5), 734-752.
Chen, L., & Pai, T. Y. (2015). Comparisons of GM (1, 1), and BPNN for predicting hourly particulate matter in Dali area of Taichung City, Taiwan. Atmospheric Pollution Research, 6, 572-580.
Cheng, M. T., She, H. C., & Annetta, L. A. (2015). Game immersion experience: its hierarchical structure and impact on game‐based science learning. Journal of Computer Assisted Learning, 31(3), 232-253.
Chung, Y., Yoo, J., Kim, S., Lee, H., & Zeidler, D. L. (2014). Enhancing students’’ communication skills in the science classroom through socioscientific issues. International Journal of Science and Mathematics Education, 14(1), 1-27.
Dyment, J. E., Davis, J. M., Nailon, D., Emery, S., Getenet, S., McCrea, N., & Hill, A. (2014). The impact of professional development on early childhood educators’ confidence, understanding and knowledge of education for sustainability. Environmental Education Research, 20(5), 660-679.
Frantz, C. M., & Mayer, F. S. (2014). The importance of connection to nature in assessing environmental education programs. Evaluating Environmental Education, 41, 85-89.
Hall, C., & Allan, F. (2014). Influencing Carbon Behaviours: What Psychological and Demographic Factors Contribute to Individual Differences in Home Energy Use Reduction and Transportation Mode Decisions? Energy and Environment Research, 4(1), 1-15.
Hsieh. T. L. (2014). Motivation matters? The relationship among different types of learning motivation, engagement behaviors and learning outcomes of undergraduate students in Taiwan. Higher Education, 68(3), 417-433.
Hsu, Y. S., & Wu, H. K. (2016). Development and evaluation of technology-infused learning environments in Taiwan. In M. H. Chiu (Ed.). Science education research and practices in Taiwan: Challenges and opportunities (pp.211-232). New York: Springer.
Ko, J. W., Park, S., Yu, H. S., Kim, S. J., & Kim, D. M. (2016). The structural relationship between student engagement and learning outcomes in Korea. Asia-pacific Education Researcher, 25(1), 147-157.
Lederman, N. G., Antink, A., & Bartos, S. (2014). Nature of science, scientific inquiry, and socio-scientific issues arising from genetics: A pathway to developing a scientifically literate citizenry. Science & Education, 23, 285-302.
Lee, C. S., Hayes, K. N., Seitz, J. C., DiStefano, R., & O’Connor, D. (2016). Examining motivational structures that differentially predict engagement and achievement in middle school science. International Journal of Science Education, 38(2), 192-215.
Liddicoat, K. R., & Krasny, M. E. (2014). Memories as Useful Outcomes of Residential Outdoor Environmental Education. The Journal of Environmental Education, 45(3), 178-193.
Lindahl, M. G., & Folkesson, A. M. (2016). Attitudes and language use in group discussions on socio-scientific issues. Science & Technology Education, 12(2), 283-301.
Liu, S.-C., & Lin, H. (2014). Undergraduate students’ ideas about nature and human-nature relationships: an empirical analysis of environmental worldviews. Environmental Education Research, 20(3), 412-429.
Morris, H. (2014). Socioscientific issues and multidisciplinarity in school science textbooks. International Journal of Science Education, 36(7), 1137-1158.
Nazir, J., & Pedretti, E. (2015). Educators’ perceptions of bringing students to environmental consciousness through engaging outdoor experiences. Environmental Education Research, 22(2), 288-304.
Pai, T. Y., Lo, H. M., Wan, T. J., Chen, L., Hung, P. S., Lo, H. H., Lai, W. J., & Lee, H. Y. (2015). Predicting air pollutant emissions from a medical incinerator using grey model and neural network. Applied Mathematical Modelling, 39(5-6), 1513-1525.
Pai, T. Y., Lo, H. M., Wan, T. J., Wang, S. C., Yang, P. Y., & Huang, Y. T. (2014). Behaviors of biomass and kinetic parameter for nitrifying species in A2O process at different sludge retention time. Applied Biochemistry and Biotechnology, 174(8), 2875-2885.
Pai, T. Y., Wang, S. C., Lo, H. M., Chen, L., Wan, T. J., Lin, M. R., Lin, C. Y., Yang, P. Y., Lai, W. J., Wang, Y. H., & Lu, T. H. (2017). A simulation of sewer biodeterioration by analysis of different components with a model approach. International Biodeterioration & Biodegradation, 125, 37-44.
Rashid, T., & Asghar, H. M. (2016). Technology use, self-directed Learning, student engagement and academic performance: Examining the interrelations. Computers in Human Behavior, 63, 604-612.
Rivers, A., Wickramasekera, I. E., Pekala, R. J., & Rivers, J. A. (2016). Empathic Features and Absorption in Fantasy Role-Playing. American Journal of Clinical Hypnosis, 58(3), 286-294.
Sellmann, D. (2014). Environmental education on climate change in a botanical garden: Adolescents’ knowledge, attitudes and conceptions. Environmental Education Research, 20(2), 286-287.
Shephard, K., Harraway, J., Lovelock, B., Skeaff, S., Slooten, L., Strack, M., ... Jowett, T. (2014). Is the environmental literacy of university students measurable? Environmental Education Research, 20(4), 476-495.
Tung, Y. T., & Pai, T. Y. (2015). Water management for agriculture, energy and social security in Taiwan. CLEAN-Soil Air Water, 43(5), 627-632.
Vainio, A., & Paloniemi, R. (2014). The complex role of attitudes toward science in pro-environmental consumption in the Nordic countries. Ecological Economics, 108, 18-27.
Van Uden, J. M., Ritzen, H., & Pieters, J. M. (2016). Enhancing student engagement in pre-vocational and vocational education: A learning history. Teachers and Teaching, 22(8), 983-999.
Yahaya, J. M., Zain, A. N. M., & Karpudewan, M. (2015). The effects of socio-scientific instruction on pre-service teachers’’ sense of efficacy for learning and teaching controversial family health issues. International Journal of Science and Mathematics Education, 13(2), 467-491.
Zorrilla-Pujana, J., & Rossi, S. (2014). Integrating environmental education in marine protected areas management in Colombia. Ocean & Coastal Management, 93, 67-75.