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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
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Sitthiworachart, Jirarat
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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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Integrating generative AI with the flipped classroom teaching model: enhancing emotional well-being and student achievement
(2026-01-01)
Liu, Hanchu
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Sriwisathiyakun, Kanyarat
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Petsangsri, Sirirat
Education in the modern society is undergoing rapid transformation as helping students perform better academically and feel emotionally better has become increasingly important. One way to support this is by using Generative AI (GenAI) in combination with the flipped classroom approach. This study focused on creating and testing a new teaching model called the Generative AI-Integrated Flipped Classroom (GenAI-FC) designed for mental health courses. The research was done in two main parts. In the first part, the GenAI-FC model was developed and its structure was adjusted based on feedback from experts. In the second part, the model was used with students to see how it affected their learning and emotional well-being. The results were promising as five experts reviewed the model and gave it a high-quality score of 4.68 out of 5, showing that it was strong and useful for teaching. Then, the model was tested with 95 first-year university students. After using the model, students showed clear improvement in their exam scores and emotional well-being, based on a standard questionnaire. Both scores were significantly higher after the course compared to before as the results show that the GenAI-FC model can make a real difference by helping students to learn better and also feel more supported. This suggests that using Generative AI in a flipped classroom could be a helpful way to improve education and support students’ mental health at the same time.
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Exploring the Impact of Project-Based Learning with Flipped Classroom on Practical Skills in Chemical Drawing and AutoCAD
(2025-01-01)
Huang, Zehua
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Ratanaolarn, Thanin
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Huang, Yuansheng
Currently, chemical drawing and AutoCAD faces some challenges such as students' not so good practical skills, students combining theoretical concept with real world application not well, personalized teaching method covering all students hard, students feeling too short time for designing complicated project, students in passive learning environment in class. This research combined project-based learning with flipped classroom to enhance students' practical skills. In order to solve the problem that it was difficult for students to master drawing skills in vocational AutoCAD courses, this research designs an experiment involving experimental group as well as control group and takes advantage of independent sample t-test to analyze significance in statistic. According to analyze experimental data, Average score in experimental group was higher than that in control group. Furthermore, futural research can compare only project-based learning or only flipped classroom with the method that mixing project-based learning with flipped classroom together.
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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
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Sitthiworachart, Jirarat
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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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Fostering Self-Regulated Learning in a Flipped Classroom Approach and Developing Effective Web-Based Instruction for Pre-service Teachers of Mechatronics Engineering
(2024-01-01)
Khwankaew, Apichaya
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Sitthiworachart, Jirarat
Despite the growing emphasis on self-regulation in diverse learning settings, its impact on web-based instruction development remains understudied. This research fills that gap by exploring how web-based training can foster self-regulation skills and improve student engagement. Mixed methods research was used to collect data from 24 pre-service teachers of Mechatronics Engineering majors. A paired sample t-test revealed a significant difference between learning engagement on pre-test and post-test after using the web-based training. The post-test mean scores increase, was significant (p < 0.05). The study also found that the majority of students had a high satisfaction with the teaching and learning process, its usability and capacity to make learning with themselves via web-based training (before class) and increase engagement in group discussion in class. These support students in concentrating during class.
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Project-Driven Flipped Classroom Develop Digital Competences in Preschool Education Students
(2024-01-01)
Lu, Lingming
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Sitthiworachart, Jirarat
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Petsangsri, Sirirat
Digital competency is one of the most important competencies for normal university students in the digital age. It will have a direct impact on the next generation they teach. At present, there are still some problems in the teaching content and teaching model. This study implements a project-driven flipped classroom teaching model for students by redesigning and developing a modern educational technology curriculum. 144 students participated in the experiment. Self-assessment was conducted in accordance with the ICT Teaching Competency Standards for Pre-service Teachers. The results show that project-driven flipped classroom solves the problem of learners' motivation. It can effectively improve the problems such as students cannot learn continuously, learn fragmented knowledge, and are easy to forget. At the same time, this study also points out flipped classroom requires university students have a certain level of self-management and self-learning ability. It is suitable for learning practical and operable knowledge and skills.
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Promoting Undergraduate Pre-Service Teacher Computational Thinking
(2023-02-01)
Pimdee, Paitoon
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Pipitgool, Sawitree
The study aimed to evaluate the results of a computational thinking (CompThink) and learning management model using a flipped classroom (FC), combined with critical thinking problem-solving (CTPS) activities. The sample consisted of 57 thirdyear Thai computer studies (CS) pre-service teachers (PST) (29 = control group, 28 = experimental group). The mean scores of CompThink and Academic Achievement were analysed using a One-way MANOVA. Post-course testing revealed that learning achievement and CompThink were higher than students studying using traditional methods.
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Flipped Classroom Approach for the Development of Thinking Skills and the Fostering of Student Engagement
(2023-01-01)
Sitthiworachart, Jirarat
This study investigated students' perceptions of a flipped classroom approach to develop thinking skills and to foster student engagement in a culture and language for teachers course at a large university in Thailand. This strategy aimed at improving teaching quality and learning efficiency. Forty-one undergraduate students participated in this study and were divided into two groups (good and poor student ability groups). Mixed methods research was adopted, using a questionnaire and interview to understand the effectiveness and students' perspectives of the flipped classroom approach. The results showed that the flipped classroom approach enhanced students' thinking skills, and increased student engagement. It contributed positively to the students' learning experience, although they preferred the passive learning in the traditional classroom. The results of the paired-samples t-Test suggested that a good student ability group could be successfully engaged using the flipped classroom approach.
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Creative Skills: Flipped Classroom by Applying an Interleaving Technique for Product Design Students
(2022-05-01)
Egwutvongsa, Songwut
This research had the objective to compare the learning results with the creative ideas in product design work for product design student groups by using new and old teaching models. The group sampling comprised senior student groups of the Department of Design Education, King Mongkut’s Institute of Technology Ladkrabang totaling 60 people that were classified into two learning groups: 1. The group that used the teacher-centered method totaling 30 people,and 2.the integration learning group of STEM and flipped classroom totaling 30 people. The learning assessment of the creative ideas used the thinking skills test for the product design with the reliability value for Kr-20 that had a difficulty value of (p)=0.436, discrimination value of (r)=0.359, reliability value for KR-20=0.7657 or 76%, and the Cronbach's alpha coefficient that was equal to 0.7286 or 72%. In comparing the result, it was found that the effectiveness for the new teaching model emphasized the integration with multiple teaching techniques by measuring the score level values of the creative ideas that had a higher level than the original teaching model, which used the teacher-centered method. This had a statistical significance level of .05. Moreover, this showed the result of the satisfaction assessment of the students, who learned by using the integration teaching technique of STEM and a flipped classroom to be an excellent level (mean=4.47; SD=0.579), including the happiness relationship during the study (mean=4.65; S.D.=0.483), which had a statistical significance level of .05.
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Flipping an engineering mathematics classroom for a large undergraduate class
(2015-03-17)
Gullayanon, Rutchanee
Although flipping classroom is not a new idea in education, implementing flipped class is somewhat a new trend. Flipping classrooms involve students in using their textbooks, online materials, and other useful resources before coming to class. Consequently, students can spend valuable class meetings on problem-solving activities instead of lectures. Positive feedback from utilizing the flipped classroom techniques has been reported in several papers. This article presents an attempt to implement the flipped classroom for a large introductory engineering class in multivariable calculus at King Mongkut's Institute of Technology Ladkrabang. The results from implementing the flipped classroom both quantitatively and qualitatively showed a higher performance and more positive feedback when compared to those obtained from this class taught by the same instructor using the traditional classroom format in the previous year.

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