Abstract—Online flipped Class can be optimized by
introducing VR technology. By adding VR technology to the
online flipped class, the performance of class and students'
learning efficiency could be affected. Therefore, we investigate
the effects of incorporating VR technology in online flipped
classes. In this study, we contend that the effects of VR on online
flipped class can be theoretically modelled as users’ attitudes
about VR features that influence their psychological distance,
which in turn shapes their attitudes and behaviors towards
using the learning platform. Finally, we postulate a lab
experiment to measure whether the VR technology in flipped
class can increase students’ engagement.
Index Terms—Flipped class, virtual reality, learning efficiency.
Lyu Hongyu is with Hanshan Normal University, China (e-mail: email@example.com).
Cite: Lyu Hongyu, "How Are Students Immersed by Providing Virtual Reality Technology? The Role of Psychological Distance in Online Flipped Class," International Journal of Information and Education Technology vol. 10, no. 1, pp. 79-83, 2020.Copyright © 2020 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).