<![CDATA[Virtual Reality (VR) can support environmental learning through embodied interaction, task-based activity, and immediate feedback. This study presents the design and evaluation of task-based waste-sorting mechanics in a virtual beach application developed in Unity and deployed on a PICO 4 headset. Thirty high-school and university students completed a 10–15-minute session and responded to the Game Experience Questionnaire (GEQ). The revised analysis follows the official GEQ procedure by scoring each component separately on a 0–4 scale and by avoiding an overall score across constructs with different directions. The experience profile was mixed. In the In-Game Module, positive affect (M = 3.05) and sensory and imaginative immersion (M = 2.85) were relatively strong, but tension (M = 3.05) and negative affect (M = 2.83) were also elevated. Post-game positive experience (M = 2.77) co-occurred with negative experience (M = 2.83), tiredness (M = 2.00), and difficulty returning to reality (M = 1.97). These findings indicate that the mechanics supported engagement in some aspects of play but also introduced interaction strain or discomfort. Because the study did not include pre-test/post-test measures or objective task logs, it does not establish learning gains or technical task effectiveness.]]>
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