Flipped classroom: motivational affordances of spherical video-based immersive virtual reality in support of pre-lecture individual learning in pre-service teacher education

Abstract

Flipped classroom (FC) is a “blended” instructional approach that requires students to complete pre-lecture individual learning tasks in preparation for participating in related in-lecture peer learning activities. One of the critical problems of FC has been students’ lack of motivation to complete the assigned online pre-lecture tasks prior to attending the corresponding face-to-face lectures. Spherical video-based immersive virtual reality (SV-IVR), which can be produced without costly computing equipment and sophisticated technical expertise, is a technological tool with considerable potential for enhancing teaching and learning. This mixed-methods study was grounded in the instructional motivation theory of ARCS (Attention, Relevance, Confidence and Satisfaction). A total of 188 education students (i.e., pre-service teachers) who were generally knowledgeable about the pedagogical concept of FC evaluated the ARCS motivational affordances of SV-IVR in support of the pre-lecture stage of FC. These students were from teaching majors of (i) language education, (ii) social and humanities education, and (iii) mathematics and science education. The results indicated the participants across the 3 majors positively perceived SV-IVR as having desirable benefits on “A,” “R,” and “S,” but not “C.” This research provides new insights into adopting SV-IVR in FC, in particular, shedding light on leveraging this technological tool in pre-service teacher education.

How virtual reality, augmented reality and mixed reality facilitate teacher education: A systematic review

“…Of them, most studies examined teachers' self‐efficacy after experiencing XR technologies ( n = 7) (e.g., Bautista & Boone, 2015; Gundel et al, 2019; Nissim & Weissblueth, 2017; Pendergast et al, 2022). Several studies also examined the effect of class size on teachers' physiological and psychological stress reactions (Huang et al, 2023b), motivational affordance (Jong, 2023), affective state (Xie et al, 2022), emotional and mood states (Stavroulia et al, 2019), and the effect of the shot size on the psychical distance between virtual characters and their viewers (Kim et al, 2017).…”

“…Several studies recruited a sample with a range of 101–150 ( n = 7). Only two studies have a sample range of 151–200 (Jong, 2023; Nissim & Weissblueth, 2017).…”

“…The majority of the studies ( n = 38) preferred the use of existing questionnaires or self‐designed questionnaires to collect participants' perceptions after XR‐based training experience, such as participants' self‐efficacy (Bautista & Boone, 2015; Cheong, 2010; Gundel et al, 2019; Pendergast et al, 2022), their classroom management skills (e.g., Mouw & Fokkens‐Bruinsma, 2022; Seufert et al, 2022), and reflective skills (Richter et al, 2022; Stavroulia & Lanitis, 2020). Some studies ( n = 14) collected data from interviews (e.g., Celik et al, 2020; Jong, 2023; Manero et al, 2022). Observational data is also one of the important data sources, including video recordings of participants' training process (e.g., Arican & Özçakir, 2021; Gundel & Piro, 2021; Kosko et al, 2022), and classroom observations (e.g., Dieker et al, 2019; Fraser et al, 2020; Pas et al, 2016).…”

Flipped Classroom Approach of Teaching Chemistry in Higher Education

“…In a similar context, according to a systematic review performed by Akçayır and Akçayır, a reverse course leads to positive academic outcomes because it encourages improvement in student learning (e.g., enhanced motivation to learn, positive student attitudes) [26]. Recently, Jong reported that students from teaching subjects of language education, social and humanities education, and mathematics and science education, appreciated flipped courses as having desirable benefits for attention, relevance, and satisfaction, especially in chemistry teaching at the higher education level [27].…”

An experience in the implementation of the flipped classroom instructional model in the computer science degree

“…During class, students were required to apply their self‐learned knowledge by editing a photograph that they could use together in their group. Jong 16 developed the flipped classroom experience for the “teaching and learning with technology” subject. This is mandatory for students of different degrees before starting the university.…”