Integrating Virtual Reality and Project Based Flipped Learning in Sport Massage Education: A Tri Pramana Based Innovation
DOI:
https://doi.org/10.17309/tmfv.2025.5.13Keywords:
virtual reality, project-based flipped learning, sport massage education, Tri Pramana, immersive learningAbstract
Background. Sport massage education often struggles to deliver effective practical experiences due to limited real-world practice opportunities and outdated teaching methods.
Objectives. This study aimed to develop and evaluate an innovative learning model that integrates Virtual Reality (VR), Project-Based Flipped Learning (PBFL), and the Tri Pramana philosophy to enhance student competence in sport massage.
Materials and Methods. Utilizing a Research and Development (R&D) approach with the ADDIE model, this study involved 80 undergraduate students enrolled in a sport massage course. Participants were divided into an experimental group receiving VR-PBFL learning and a control group using conventional methods. Data were collected through pre- and post-tests, observational checklists, and questionnaires.
Results. Statistical analysis using paired and independent sample t-tests showed a significant improvement in the experimental group’s motor skills and theoretical understanding compared to the control group (p < 0.05). Students also reported higher satisfaction and engagement levels with the VR-based learning environment. The integration of Tri Pramana — Pratyaksa (direct experience), Anumana (logical reasoning), and Sabda (credible sources) — provided a philosophical and cultural foundation for holistic learning. This study confirms that VR and PBFL, when grounded in local educational philosophy, can significantly enhance the quality of sport massage education.
Conclusions. The findings support the adoption of immersive and culturally adaptive technologies in physical education programs, thereby opening pathways for future innovation in health and sports science education.
Downloads
References
Fang, M., You, F., & Yao, R. (2021). Application of virtual reality technology (VR) in practice teaching of sports rehabilitation major. Journal of Physics: Conference Series, 1852(4), 042007. https://doi.org/10.1088/1742-6596/1852/4/042007
Moro, C., Štromberga, Z., Raikos, A., & Stirling, A. (2017). The effectiveness of virtual and augmented reality in health sciences and medical anatomy. Anatomical Sciences Education, 10(6), 549-559. https://doi.org/10.1002/ase.1696 DOI: https://doi.org/10.1002/ase.1696
Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102, 101586. https://doi.org/10.1016/j.ijer.2020.101586 DOI: https://doi.org/10.1016/j.ijer.2020.101586
Østerlie, O., Sargent, J., Killian, C., Garcia-Jaen, M., García-Martínez, S., & Ferriz-Valero, A. (2023). Flipped learning in physical education: A scoping review. European Physical Education Review, 29(1), 125-144. https://doi.org/10.1177/1356336X211059173 DOI: https://doi.org/10.1177/1356336X221120939
Putranto, J. S., Heriyanto, J., Kenny, Achmad, S., & Kurniawan, A. (2022). Implementation of virtual reality technology for sports education and training: Systematic literature review. Procedia Computer Science, 216, 293-300. https://doi.org/10.1016/j.procs.2022.12.139 DOI: https://doi.org/10.1016/j.procs.2022.12.139
Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 147, 103778. https://doi.org/10.1016/j.compedu.2019.103778 DOI: https://doi.org/10.1016/j.compedu.2019.103778
Sindu, I. G. P., Sudarma, M., Hartati, R. S., & Gunantara, N. (2024). Classification of Tri Pramana learning activities in virtual reality environment using convolutional neural network. IAES International Journal of Artificial Intelligence, 13(3), 2840-2853. https://doi.org/10.11591/ijai.v13.i3.pp2840-2853 DOI: https://doi.org/10.11591/ijai.v13.i3.pp2840-2853
Tisna, G., Parwati, N., Warpala, I., Sudatha, I. G., Sudarmika, P., & Suartama, I. K. (2022). The impact of project-based e-learning on cognitive and psychomotor learning achievement in sports massage course. Cypriot Journal of Educational Sciences, 17(12), 4393-4408. https://doi.org/10.18844/cjes.v17i12.7751 DOI: https://doi.org/10.18844/cjes.v17i12.7913
Adinata, K. C., Ganesha, U. P., & Ganesha, P. (2024). Increasing cognitive learning and sport massage skills through a project-based blended learning model. Edu Sportivo, 7(2), 134-148. https://doi.org/10.31258/sportivo.7.2.134-148 DOI: https://doi.org/10.25299/esijope.2024.vol5(2).16411
Bento, F., & White, L. (2018). Education for life in the era of Education 4.0: Reflections from a critical perspective. International Journal of Education and Learning, 7(1), 47-59.
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.
Winataputra, U. S. (2017). Local wisdom as a base for character education development. Journal of Education and Practice, 8(7), 183-189.
Merchant, Z., Goetz, E. T., Cifuentes, L., Keeney-Kennicutt, W., & Davis, T. J. (2014). Effectiveness of virtual reality-based instruction on students’ learning outcomes in K-12 and higher education: A meta-analysis. Computers & Education, 70, 29-40. https://doi.org/10.1016/j.compedu.2013.07.033 DOI: https://doi.org/10.1016/j.compedu.2013.07.033
Makransky, G., & Mayer, R. E. (2022). Benefits of taking a virtual field trip in immersive virtual reality: Evidence for the immersion principle in multimedia learning. Educational Psychology Review, 34(4), 1771-1792. DOI: https://doi.org/10.1007/s10648-022-09675-4
Kolb, D. A. (2015). Experiential learning: Experience as the source of learning and development (2nd ed.). Pearson Education.
van Alten, D. C. D., Phielix, C., Janssen, J., & Kester, L. (2019). Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis. Educational Research Review, 28, 100281. https://doi.org/10.1016/j.edurev.2019.05.003 DOI: https://doi.org/10.1016/j.edurev.2019.05.003
Thomas, J. W. (2000). A review of research on project-based learning. Buck Institute for Education.
Tuhiwai Smith, L. (2012). Decolonizing methodologies: Research and indigenous peoples (2nd ed.). Zed Books.
Sarathchandra, D., & Dhand, A. (2021). Cultural humility and epistemic pluralism in global education. Teaching in Higher Education, 26(5), 705-721.
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. DOI: https://doi.org/10.1207/S15327965PLI1104_01
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Gede Doddy Tisna MS, Anak Agung Ngurah Putra Laksana, Komang Ayu Tri Widhiyanti, I Gede Dharma Utamayasa
This work is licensed under a Creative Commons Attribution 4.0 International License.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
