Tea is more than just a beverage, it is also connected with an inherent deliberate element when brewed in a ritual environment. Nevertheless, the tea culture experience, especially the tea ceremony, is seldom discussed, and it is uncommon to have tools for conducting the tea ceremony, such as tea sets. To give students sufficient experience and immersion in culture, virtual reality (VR) has become significant. Among VR technologies, SVVR (Spherical Videos-based Virtual Reality) has been identified as a simple and low-budget choice in education. Few researchers have integrated experiential learning-based into SVVR research. However, few studies provide a metacognitive tool for the abstract conceptualization stage in Experiential learning. This study creates an experiential learning-based SVVR using a guided concept mapping approach to increase students' learning achievement, motivation, metacognition tendency, cognitive engagement, and cultural learning attitude. The current study designed a three-week experimental study of 66 students from two classes of high school students in northern Taiwan that compares the effect of the experiential learning-based SVVR with guided concept mapping (EL-SVVR+CM) and experiential learning-based SVVR (EL-SVVR) approaches. Learning achievement assessments and questionnaires were performed, and interviews were undertaken to gain additional insights about the intervention. The impact of the EL-SVVR+CM strategy on students' learning outcomes was studied in this study. The study found that both approaches improved students’ learning achievements, but no significant difference when compared between groups. Also, there was no significant difference in learning motivation, metacognition propensity, cognitive engagement, or cultural learning attitude. Students' experiences were also explored to gain more information.

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