Interaction of Communication Formats and Personality in Teaching Problem Solving in Virtual Reality Flipped Classroom upon Abilities in Problem Solving of Undergraduate Students

Abstract

            This research aimed to study about interaction of communication formats and personality in teaching problem solving in virtual reality flipped classroom upon abilities in problem solving of undergraduate students. This study used an experiment research design and a factorial design 2X2. Two independent variables were: 1) two types of communication formats: Text-Based; Voice-Based and 2) two types learner personality: Introvert personality; extrovert personality. The samples were 100 undergraduate students enrolled in innovation and education information technology at second semester, academic year 2016. They were divided into four groups, each group had 25 students. The research instruments were: 1) flipped classroom lesson plans 2) virtual reality flipped classroom 3) The Maudsley Personality Inventory (MPI) 4) abilities in problem solving test. Data were analyzed using two-way ANOVA.

The findings were as follows:                                                                  

  1. The students studied with Voice-Based in flipped classroom with virtual reality had higher abilities in problem solving score than Text-Based at the .05 level of significance.
  2. The extrovert personality students studied in flipped classroom with virtual reality had higher abilities in problem solving score than introvert personality students at the .05 level of significance.
  3. The was no interaction between communication formats and learner personality regarding the development of abilities in problem solving at the .05 level of significance

 Keywords: Communication formats, Flipped classroom, Virtual reality, Abilities problem solving,

Learner personality

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