Integrating Virtual Reality and Project Based Flipped Learning in Sport Massage Education: A Tri Pramana Based Innovation

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often struggles to deliver effective practical experiences due to limited real-world practice opportunities and outdated teaching methods.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.