Abstract:

In higher education, mass lectures remain a predominantly didactic method for imparting knowledge, often supplemented by tutorials to foster greater engagement in smaller groups. However, developing hands-on skillsets requires intentional curriculum design that prioritizes practical application. In an undergraduate Training and Development course for business students, proficiency in technology-based training methods is essential. To meet the evolving demands of the business world, students must acquire both theoretical knowledge and practical skills to design and implement digital training solutions, including immersive virtual reality (VR) training materials.

This paper presents a pilot implementation of a reengineered instructional design aimed at promoting active learning outcomes. Recognizing the limitations of traditional lectures, the course adopted a structured flipped learning approach over a 13-week semester in Spring 2025. Central to this approach is the F.A.I.L. (First Attempt In Learning) model, which integrates experiential learning and a productive failure process within the flipped classroom framework. Students began with a concise mini-lecture to build foundational technical skills for producing 360-degree videos, followed by small group field exercises and on-site mentorship. Their fieldwork, 360-degree videos, was showcased in a six-sided CAVE (HiVE), enabling the class to immerse themselves in the shooting locations. These videos were then used as discussion materials in flipped learning sessions to analyze initial mistakes and identify key learning points. The second stage, focused on VR video production, involved collaborative group work, iterative feedback, and additional mentorship sessions. This two-stage process, post-class fieldwork and in-class reflection, enhanced students’ ability to critically assess the challenges they encountered, thereby increasing their readiness to collaborate on subsequent VR video production projects.

Results indicate that students benefited significantly from “aha” moments during their initial attempts, achieving higher academic performance and project grades compared to previous cohorts who received only direct instruction. Student feedback further highlighted substantial improvements in technical skills relevant to professional development in human resources.

Keywords:

Active learning, Flipped learning, Higher education, Instructional design, Productive failure, Training and Development, Undergraduates, Virtual Reality.