Enhancing Learning Outcomes through Microlearning-Supported Flipped Classrooms: Evidence from Vocational IT Education in Zibo, China

The effectiveness of a microlearning-supported flipped classroom model in improving learning achievement and student attitudes was investigated among vocational college students enrolled in Information Technology (IT) courses in Zibo City, China.While the flipped classroom model-characterized by pre-class engagement with instructional content and in-class participatory learning-has been widely adopted in vocational education, concerns regarding cognitive overload and limited student engagement persist.To address these challenges, microlearning was integrated to deliver content in concise, targeted segments intended to enhance comprehension and reduce extraneous cognitive load.A quasi-experimental design was employed involving 60 first-year students, who were randomly assigned to either an experimental group (microlearning-supported flipped classroom) or a control group (traditional flipped classroom).Learning outcomes were evaluated using a 50-item IT achievement test, while student attitudes were assessed through a 20-item Likert-scale questionnaire covering four attitudinal dimensions.High instrument validity, i.e., average Scale-level Content Validity Index (SCVI/ave) = 0.977, and internal reliability (Cronbach's = 0.958) were established.No significant differences were observed in the pre-test scores between groups, confirming baseline equivalence.Post-intervention results demonstrated a statistically significant improvement in the experimental group (M = 52.733,SD = 3.805) compared to the control group (M = 49.600,SD = 3.838), t (58) = 3.376, p = 0.002), indicating enhanced academic performance.Favorable shifts in learning attitudes were also observed among students exposed to the microlearning-enhanced model, although the four-week intervention period constrained the generalizability of these attitudinal outcomes.These findings suggest that the incorporation of microlearning elements into flipped classroom pedagogies can foster more effective engagement and lead to measurable improvements in academic performance within vocational IT education contexts.Future research involving extended implementation periods and larger, more diverse sample populations is recommended to further validate the durability and scalability of these effects.