This study aims to explore the development of the PBL virtual reality course of intelligence network and situational learning and analyze its learning effectiveness. With students as the learning center, this study innovatively integrated intelligence network technology, situational learning mode, and project-based learning. It also developed a virtual reality project practical course that guides students’ peer cooperative learning and stimulates them in actively exploring and solving problems and providing real-time intelligent feedback. This study adopted the case study method to collect qualitative data, such as teachers’ observations, students’ feedback, project works, and pre-test and posttest evaluations to explore the status of students’ learning effectiveness. The subjects of this study are 48 students of the “virtual reality course” from a case university of science and technology. After 18 weeks of experimental teaching and case study, the result showed that the “PBL virtual reality course of intelligence network and situational learning” could guide students in learning virtual reality knowledge and technology through real-time feedback of intelligent networks and situational and thematic strategies. Most students performed well in the seven abilities of virtual reality projects. The post-test scores of most students in the virtual reality course learning effectiveness were significantly higher than the pre-test scores, indicating that intelligence networks, situational learning, and PBL are help students learn virtual reality knowledge and improve their practical ability. Furthermore, the research results can be used as an important reference for future development of the Metaverse concept in teaching. Moreover, specific suggestions were put forward based on the research results for students, teachers, and future research. © 2022 The authors.
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