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In this study, when Virtual Reality was applied to beauty education, we wanted to investigate students' learning immersion, learning satisfaction, and educational effects. A total of 52 researchers measured general characteristics, learning immersion, and learning satisfaction using online surveys. The survey was conducted once before and after using VR. Data analysis is SPSS v. US>Leveraged the 25.0. As a result of frequency analysis, factor analysis, and correlation analysis, the higher the VR awareness, the higher the learning immersion and learning satisfaction (p<.001). Interest (t=-3.202, p<.01), concentration (t=-4.344, p<.001), and realism (t=-3.980, p<.001) of learning immersion have statistically significant positive (+) correlations. Self-satisfaction by subfactor of learning satisfaction (t=-3.616, p<.01), achievement (t=-4.243, p<.001), and utilization (t=-3.325, p<.01) were found to have a statistically meaningful positive correlation. In addition, the higher the learning immersion level, the higher the learning satisfaction level. These results suggest that beauty education using Virtual Reality is effective when using VR in terms of learning immersion and learning satisfaction. In follow-up research, it is considered necessary to design educational programs to utilize VR and to confirm the effectiveness of them.
Seo et al. (Wed,) studied this question.