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    Flipped Classroom with Virtual Reality Technology Learning Model for Chinese College Students in Psychological Education: A Need Assessment Study
    (2025-01-01)
    Wu, Di
    ;
    Sitthiworachart, Jirarat
    ;
    Ratanaolarn, Thanin
    The growing prevalence of psychological health problems, particularly depression and anxiety, among Chinese college students necessitate innovative approaches to psychological education. This research investigates the psychological education needs of college students and proposes a flipped classroom model integrated with virtual reality (VR) technology to address these needs. A needs assessment survey, employing a 16-item questionnaire with a five-point Likert scale, was conducted to collect data from 400 students selected by stratigied eamdom sampling method from 125 higher education institutions in Anhui Province. The survey explored student perspectives on textbook content, learning outcomes learning methods and technologies. Subsequently, a flipped classroom model incorporating VR technology was developed based on a review of existing literature. This model was then evaluated by a panel of five experts across dimensions of suitability, model components, and learning activities. Quantitative data from the student needs assessment and the expert evaluation were analysed using descriptive statistics. Results from the needs assessment indicated a strong consensus among students (mean scores 4.12-4.77) regarding the importance of psychological education, with 15 of 16 items receiving "strongly agree" ratings. The proposed flipped classroom model, comprising before-class, in-class, after-class and evaluation components, received high ratings from the expert panel (mean scores 4.6-5.0) across all evaluation dimensions. The experts "strongly agree" with the model's suitability and potential effectiveness. This study offers an innovative pedagogical framework for psychological health education in higher education, leveraging VR technology within a flipped classroom design to support students in managing anxiety and depression.
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    Development of CT Using Need Assessment and Gamification: A Systematic Review
    (2021-01-01)
    Aroonsiwagool, Athit
    ;
    Tuntiwongwanich, Somkiat
    This study originates from the content synthesis of studies on computational thinking, need assessment, gamification, and computational thinking with coding from Thai and international scholarly articles published in accredited databases. Then, the synthesis results were integrated into the development of computational thinking through gamification and programming knowledge to improve the efficacy of computational learning. The process commenced with an analysis of the learners' needs obtained through the questionnaires concerning computational thinking. Data analysis illuminated the learners' levels of computational thinking as well as a fundamental understanding of what the learners need to be taught or what areas of skills each learner. With regards to this, conventional teaching approaches may not serve best to transmit the relevant knowledge which may subsequently induce unfavorable attitudes toward computational thinking. With the data elicited through the need assessment, instructors will have a clear direction as to how the pedagogical process should be designed to directly address the needs in each of the computational thinking components. In general, each component of them is rather complex, so the researcher incorporated gamification theory-based learning defined by its enjoyable game mechanisms and challenging nature which makes the coding lesson fun with block programming enabling learners to proficiently grasp the concept of computational thinking.