Exploring Flipped Learning and Mental Health through the Metaverse: Interaction effects of Physical Education and Cyber Resilience

Abstract

This study has been conducted to explore flipped learning and mental health through the Metaverse. For this relation, the indirect effects of physical education and cyber resilience were observed. The concept of the metaverse is also getting introduced in many universities in China so that the satisfaction level of students can be improved based on trial ability, observability, compatibility, and complexity of different systems and platforms. Improving these factors can aid in enhancing the satisfaction of students regarding the use of these systems. The moderating role of physical education and cyber resilience cannot be ignored in this regard. This study takes into account the quantitative-survey-based approach. For this purpose, the data collection from post-graduate students of Chinese universities was done. A sample of 350 questionnaires was distributed among the students of postgraduate universities in China. Out of 350 questionnaires distributed among the target population but 318 questionnaires were attained and utilized in the current research to extract the data and find the results. After analysis, it was concluded that flipped learning through metaverse significantly impacts the mental health of postgraduate students of Chinese universities. The moderation of cyber resilience and physical education was also found to be significant between the flipped learning through metaverse and the mental health of postgraduate students of Chinese universities. This study has several practical implications for educators and learners as well. Our study draws valuable implications for the education department. For future studies, scholars should study flipped learning by combining it with some other teaching approaches.  In the future, the studies can also focus on some other variables like students’ motivation and achievement of the set learning outcomes.