Research on the application effectiveness of VRTSS blended innovative teaching model in higher education

Authors

  • Lei Chang Department of Obstetrics and Gynecology, The First Affiliated Hospital of Zhengzhou University, Zhengzhou, 450052, China.
  • Fengling Wu Department of Obstetrics and Gynecology, The First Affiliated Hospital of Zhengzhou University, Zhengzhou, 450052, China.
  • Weili Wang Department of Obstetrics and Gynecology, The First Affiliated Hospital of Zhengzhou University, Zhengzhou, 450052, China.
  • Yamin Zhao Department of Obstetrics and Gynecology, The First Affiliated Hospital of Zhengzhou University, Zhengzhou, 450052, China.
  • Siyu Li Department of Obstetrics and Gynecology, The First Affiliated Hospital of Zhengzhou University, Zhengzhou, 450052, China.
  • Qinghe Zhao Department of Obstetrics and Gynecology, The First Affiliated Hospital of Zhengzhou University, Zhengzhou, 450052, China.
  • Lingyu Jia The First Clinical School of Zhengzhou University, Zhengzhou, 450052, Chnia.
  • Jia Xu Department of Obstetrics and Gynecology, The First Affiliated Hospital of Zhengzhou University, Zhengzhou, 450052, China.
  • Mengyu Chen Department of Obstetrics and Gynecology, The Third Xiangya Hospital of Central South University, Changsha, 410013, China.
  • Luojie Qiu Department of Obstetrics and Gynecology, Minqing County General Hospital, Fujian, 350800, China.
  • Yanan Duan Department of Obstetrics and Gynecology, The First Affiliated Hospital of Zhengzhou University, Zhengzhou, 450052, China.
  • Lulu Sha Department of Obstetrics and Gynecology, The First Affiliated Hospital of Zhengzhou University, Zhengzhou, 450052, China.
  • Ruixia Guo Department of Obstetrics and Gynecology, The First Affiliated Hospital of Zhengzhou University, Zhengzhou, 450052, China.

Keywords:

Higher education, VRTSS, Innovative teaching model, Traditional teaching, Virtual reality

Abstract

To investigate the application effects of the blended innovative teaching model integrating Virtual Reality Technology and Scene Simulation (VRTSS) in higher education. Methods: A cohort of 100 undergraduates from Zhengzhou University were randomly assigned to a control group (traditional teaching) or an experimental group (VRTSS-based blended teaching). The theoretical knowledge test scores, practical skill levels, and teaching satisfaction were compared among the two groups. Results: Compared with the control group, the experimental group demonstrated significantly higher theoretical scores (P<0.001), practical skill scores (P<0.001), and teaching satisfaction (P<0.001). Subjective evaluations further confirmed superior outcomes in stimulating learning interest, enhancing initiative, improving thinking ability, good interactivity, and enhancing teamwork (P<0.05). Conclusion: The VRTSS blended teaching model enhanced the professional knowledge level and practical skills of undergraduate students, also improved teaching effectiveness and satisfaction, stimulated students’ interest in learning, and fostered their abilities in self-directed learning and problem-solving in contexts. This innovative teaching model holds significant value and implications for optimizing higher education teaching models and enhancing educational quality.

Document Type: Original article

Cited as:

Chang, L., Wu, F. L., Wang, W. L., Zhao, Y. M., Li, S. Y., Zhao, Q. H., Jia, L. Y., Xu, J., Cheng, M. Y., Qiu, L. J., Duan, Y. N., Sha, L. L., & Guo, R. X. (2025). Research on the application effectiveness of VRTSS blended innovative teaching model in higher education. Education and Lifelong Development Research, 2(2): 75-80. https://doi.org/10.46690/elder.2025.02.04

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Published

2025-06-24

Issue

Vol. 2 No. 2 (2025)

Section

Articles