Virtual reality (VR) is a new computational paradigm that redefines the interface between human and computer. VR may result in a significant improvement over traditional instruction because it is not only a multimedia interactive tool but also a learning environment extremely close to reality. Few empirical studies have been done on the use of VR as compared to that of other computerized or noncomputerized educational tools. It is necessary to examine VR both in different scenarios and for different applications in learning and teaching. The evaluation plan reported in this paper addresses the effect of VR support as compared to that of video support in tenth graders' learning of world geography. Videos are popular in world geography classes but may not be as effective as VR because they are two-dimensional and passive. One world geography class selected for this experiment is composed of five units. A rotation of the treatment is used: each group uses VR for two units and videos for two units; in addition, one unit is optional for every student. To determine: (1) the effect of VR support, administer competency tests, (2) student attitudinal responses toward VR, students complete survey and interview, and(3)tendency of returning to VR, students opt to attend VR lab with attendance taken. Results have implications for the design and implementation of VR support in school curricula. The student questionnaire is appended. (Author/AEF)