Effects of Metaverse Spatial Virtual Reality Technology with Flipped Classroom on Learning Achievement in Badminton Subject of Grade 8

Abstract

This study aimed to 1) evaluate the instructional efficiency of a Spatial Metaverse-based Virtual Learning Environment integrated with a flipped classroom approach for badminton instruction; 2) compare students' learning achievement before and after the intervention; 3) compare learning achievement between students receiving the integrated instructional approach and those receiving conventional instruction; and 4) examine students' satisfaction with the instructional approach. A quasi-experimental, non-equivalent control group pretest–posttest design was employed. The participants were 60 Grade 8 students from Matthayom Wat Thatthong School during the second semester of the 2025 academic year. Two intact classrooms were selected through purposive sampling and assigned to either the experimental group (n = 30) or the control group (n = 30) using a simple lottery procedure. The experimental group learned through the Spatial Metaverse-based virtual learning environment integrated with a flipped classroom approach, whereas the control group received conventional badminton instruction. Data were collected using learning achievement tests and a student satisfaction questionnaire and analyzed using the E1/E2 efficiency criterion (80/80), descriptive statistics, paired-samples t-tests, and independent-samples t-tests at the .05 significance level. The findings indicated that the developed instructional media achieved efficiency values of 84.58/81.17 (E1/E2) for cognitive achievement and 84.14/89.50 (E1/E2) for psychomotor performance, exceeding the established 80/80 criterion. The experimental group demonstrated significantly higher post-test achievement ( = 30.83) than pre-test achievement ( = 22.90, p < .05) and significantly higher post-test scores than the control group ( = 28.93, p < .05). Students also reported a very high level of satisfaction, with the highest ratings for content appropriateness ( = 4.57), language clarity ( = 4.50), and alignment with contemporary learning contexts ( = 4.53). instructional language ( = 4.50), and the alignment of the learning environment with contemporary educational contexts ( = 4.53).