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    Effectiveness of VR Technology Integrated with Flipped Classroom Teaching Model for College Students’ Psychological Health Education
    (2026-01-01)
    Wu, Di
    ;
    Sitthiworachart, Jirarat
    ;
    Ratanaolarn, Thanin
    Although both virtual reality (VR) technology and the flipped classroom teaching model have shown individual promise in educational settings, there is limited empirical research evaluating their combined effectiveness for enhancing college students’ psychological health education. This is especially important as depression and anxiety are increasingly prevalent among Chinese college students. To fill this gap, this study aimed to investigate the effectiveness of VR technology integrated with the flipped classroom teaching model on reducing students’ depression and anxiety levels and enhancing student learning achievement. The researcher used a two-group pretest and posttest experimental design to conduct the experiment, while Zung’s self-rating depression and anxiety scales were used to test participants’ depression and anxiety levels, and learning achievement was tested by the standardized test of psychological health education in Anhui University of Science and Technology. The screening sampling method has been used in the participant selection process to select those who were on a mild depression and anxiety level. 80 participants from Anhui University of Science and Technology were involved in a 10-week experiment. MANOVA has been used to analyze the obtained data. The research findings showed all of the P-values <0.001, indicating that there was a positive influence of VR technology integrated with the flipped classroom teaching model on student depression status, anxiety status, and learning achievement. This study suggested that adopting VR-enhanced flipped classroom practices in psychological health education holds promise for improving both student mental health and academic outcomes, with important implications for curriculum development and educational policy in higher education settings.
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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.