The purpose of this study was to investigate the difference in situational interest (Exploration Intention, Instant Enjoyment, Novelty, Attention Demand, Challenge, and Total Interest) between a virtual reality (VR) guide and a map guide. The VR guide group and the map guide group consisted of 43 and 45 university students. The VR guide group used a wearable VR guide device which consisted of the EduVenture VR application and Google Cardboard, while the map guide group used tablet PCs to learn the functions of the library. Both groups had to complete a prior knowledge test, field tasks and the situational interest scale. The study found that the spherical video-based virtual reality application EduVenture VR with Google Cardboard used in the library guide had a positive impact on the university students. The use of the wearable VR guide device to learn the functions of the library raised the situational interest dimensions of Novelty and Challenge more than the use of the map guide. In the future, it is expected to introduce spherical video-based virtual reality into education to change the students’ way of learning and to achieve more effective learning outcomes and motivation by improving situational interest in the learning process.