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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
    ;
    Sriwisathiyakun, Kanyarat
    ;
    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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    A Quasi-Experimental Evaluation of Classes Using Traditional Methods, Problem-Based Learning, and Flipped Learning to Enhance Thai Student-Teacher Problem-Solving Skills and Academic Achievement
    (2022-01-01)
    Nantha, Cherisa
    ;
    Pimdee, Paitoon
    ;
    Sitthiworachart, Jirarat
    This research aimed to synthesize a review of the literature and theory to develop a flipped classroom (FC) learning model to enhance 1st-year bachelor's degree Thai student-teacher academic achievement (AA) and problem-solving skills (PSS). The sample consisted of 90 student teachers enrolled in the Digital Media and Learning Innovation (DMLI) course in the Elementary Education Program in the Education and Liberal Arts Faculty at a private university in southern Thailand's Songkhla Province. The study used the FC model in an experimental group (S2) (n=30) while simultaneously comparing it to the control (S1) group using traditional classroom methods (n=31) and another group (S3) using problem-based learning (PBL) (n=29). Nine academic experts reviewed the FC's model development. The quasi-experiment took place over four weeks in March and April 2021. All instruments were evaluated by an additional five academic experts whose input evaluation was analyzed using MANOVA statistics with IBM's<sup>®</sup> SPSS<sup>®</sup> for Windows Version 21 program. The results showed that Flipped PARSER group (S2) had AA results significantly higher than both the traditional and PBL groups. Also, S2's results concerning their PSS were significantly higher than S1 and S3, while their student-teacher satisfaction was also at the highest level. These results showed that the proposed Flipped PARSER Model excels at promoting the development of undergraduate students' motivation, academic achievement, and PSS.