翻轉教學結合行動學習融入心理與教育測驗課程對學生學習投入與成效之影響

Effectiveness of the Integration of the Flipped Teaching Combined with Mobile Learning Construction Into Psychological and Educational Measurement Curriculum for Students’ Learning Engagement and Outcome

本研究旨在以翻轉教學結合行動學習，融入心理與教育測驗課程，探討對學生學習投入與學習成效的影響。本研究以「心理與教育測驗課程」57 位大學學生為對象，採用「翻轉教室之學習投入量表」、「翻轉教室學習成效量表」及「行動學習量表」進行量化成效評估；同時，撰寫學習回饋單、進行焦點團體訪談及進行質性資料分析。研究結果發現：翻轉教學結合行動學習，適用於心理與教育測驗課程，學生在「翻轉教學學習成效」、「翻轉教學學習投入」、「行動學習互動環境」及「行動學習使用意圖」上有顯著提升；其次，翻轉教學結合行動學習融入課程後，學生在行為、情緒、認知及主體投入上有所改變。最後，本研究針對上述研究結果進行討論，做為大學校院教師在教學與後續相關研究的參考。

This study investigates the impact of integrating flipped teaching methodology with mobile learning in a Psychological and Educational Measurement curriculum on students’ learning engagement and academic performance. The research was conducted with 57 university students enrolled in the course, employing a mixed-methods approach that utilized both quantitative and qualitative research methodologies. Quantitative data were collected through the “Flipped Classroom Learning Engagement Scale,” “Flipped Classroom Learning Outcome Scale,” and “Mobile Learning Scale.” Qualitative data were obtained via learning feedback forms and focus group interviews.

The results demonstrated that the integration of flipped teaching and mobile learning significantly enhanced students’ learning engagement and academic performance. Specifically, post-intervention assessment scores revealed significant improvements in flipped teaching learning effectiveness, student engagement, interactive mobile learning environments, and students’ intention to utilize mobile learning technologies. Furthermore, students exhibited positive changes in behavioral, emotional, cognitive, and agentic engagement following the implementation of the combined flipped teaching and mobile learning approach.

Research Motivation and Objectives

With the rapid advancement of internet technologies and digital learning methodologies, traditional pedagogical approaches are evolving to address the changing educational needs of students. The integration of mobile learning facilitates flexible, interactive, and multimedia-based learning experiences that extend beyond conventional classroom boundaries, thereby enhancing engagement and accessibility. Given that students in psychological and educational measurement courses frequently encounter difficulties comprehending complex theoretical concepts, this study aimed to examine whether the combination of flipped teaching and mobile learning could effectively address these challenges. The specific research questions investigated were:

1. To what extent does flipped teaching enhance Students’ learning engagement?

2. Can the integration of flipped teaching with mobile learning methodologies improve learning outcomes?

3. How does this combined teaching model influence students’ engagement dimensions, specifically in terms of behavioral, emotional, cognitive, and agentic aspects?

Literature Review

Flipped teaching represents a paradigm shift from traditional instructional approaches by prioritizing pre-class preparation and interactive in-class activities, thereby fostering student-centered learning environments. Previous empirical studies have demonstrated that flipped teaching methodologies enhance student engagement, self-efficacy, and motivation while promoting deeper cognitive processing and knowledge retention (Munir et al., 2018; Thai et al., 2017). Mobile learning, facilitated through portable digital devices, further augments educational interaction and accessibility (Falloon, 2015). Current research indicates that mobile learning positively influences student engagement, collaborative learning processes, and academic achievement (Yu et al., 2022). The synergistic combination of these pedagogical methods provides an optimal learning experience, enabling students to actively participate in and meaningfully interact with course content.

Methodology

This investigation employed an action research approach, implementing flipped teaching and mobile learning strategies within a university-level Psychological and Educational Measurement course. The study utilized a pre-test and post-test design with 57 students. The pedagogical intervention comprised pre-class video lectures, in-class discussions, interactive mobile learning tools (including Kahoot, Blooket, and Zuvio), and post-class review activities. Data collection methods incorporated surveys measuring learning engagement and performance metrics, structured student feedback, and focus group discussions for in-depth qualitative insights.

Results and Discussion

The findings demonstrated that students exhibited significantly higher levels of engagement and improved academic performance following the intervention. Quantitative analysis revealed statistically significant improvements in students’ engagement and learning outcomes across cognitive, emotional, and behavioral dimensions. Qualitative data analysis indicated that students particularly valued the ability to access learning materials at their own pace, engage in interactive learning activities, and participate in collaborative discussions. The integration of mobile learning tools substantially increased student motivation and enhanced retention of complex psychological and educational measurement concepts.

1. Enhanced learning engagement: Students demonstrated active participation in pre-class preparation activities, in-class discussions, and post-class review sessions.

2. Improved academic performance: Students exhibited higher levels of comprehension and retention of course material as evidenced by assessment outcomes.

3. Positive student perception: Students expressed substantial appreciation for the interactive and flexible learning environment, which facilitated more effective self-regulated learning.

4. Increased collaborative learning: The implementation of mobile learning platforms successfully facilitated peer discussions and collaborative knowledge construction.

Conclusions and Recommendations

This study provides empirical evidence that the integration of flipped teaching with mobile learning effectively enhances student engagement and learning outcomes in the Psychological and Educational Measurement curriculum. The results corroborate previous research regarding the educational benefits of student-centered and technology-enhanced learning models. Future research should explore the longitudinal effects of these approaches and their adaptability across diverse academic disciplines. Additionally, further refinement of mobile learning tools and instructional strategies is recommended to optimize student learning experiences. Educational practitioners are encouraged to adopt similar methodologies to promote active learning processes and improve student achievement in higher education contexts.