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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.
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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
;
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
;
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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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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