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期刊目錄列表 - 71卷(2026) - 【教育科學研究期刊】71(3)九月刊
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邁向心盛：翻轉正向心理學課程佐以「三件好事」手機APP混合教學之成效 作者:
高雄醫學大學心理學系／正向心理學中心／高雄醫學大學附設中和紀念醫院 吳相儀
高雄醫學大學心理學系 蔡佳伶

卷期：71卷第3期
日期：2026年9月
頁碼：59-92
DOI：https://doi.org/10.6209/JORIES.202609_71(3).0003

摘要：

　　正向心理學因應時代而成為新興研究領域，許多高等教育機構紛紛推出實體或線上幸福課。然而，修完「幸福課」是否更幸福呢？為此，本研究旨在評估通識正向心理學課程採混合教學對參與者的成效。教學內容包含11週非同步線上磨課師教學和5週實體翻轉課堂（如 Kahoot測驗驗收、分組深化討論、上台報告及教師評析等），佐以「三件好事」手機APP（取得使用權後）進行期中作業。採質性與量化並行進行探究，質性方面選取進步幅度最高的八名學生進行訪談，量化方面採單一組前、後測設計，以有效樣本50名學生使用三種幸福感量表作為指標，進行課程前、後測及兩週後延宕測。質性結果歸納出六大主類目，包括多元教學方式、時間彈性、深化學習、團隊合作、情感認知及實踐生活。量化結果發現混合教學對於「幸福感」前、後測及延宕測均有顯著提升；然而，「快樂感」前、後測無明顯提升，延宕測卻有提升。期中「三件好事」作業75%學生選擇使用APP完成，顯示年輕成人的科技偏好。綜合上述，以教學實踐研究方式，可以更細緻地釐清高等教育課程質性與量化成效，特別是區分幸福課對於參與者短期快樂感易受當下事件（如放暑假）與長期幸福感在不同時間尺度的影響，同時也顯示超群個體的學習歷程與效益，最後提出具體建議供未來混合教學推廣與研究參考。

關鍵詞：正向心理學、幸福感、混合教學、磨課師、翻轉教室

《詳全文》 檔名

參考文獻：
王惠鈴、林怡君、黃儀冠（2018）。以佐藤學教授「學習共同體」理念實踐「教學協作」教學法—以唐‧沈既濟〈枕中記〉小說教學為例。人文與社會學報，3（7），109-133。
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【Chu, C.-L. (2017). A learning-centered action research of teaching: An example of the introduction to clinical psychology. Shuang Xi Education Forum, 6, 85-110.】
吳相儀、張聖翎、蕭舒謙、簡晉龍（2018）。感恩到幸福：從復原力探討感恩與心理健康之關係。教育心理學報，50（1），83-106。https://doi.org/10.6251/BEP.201809_50(1).0004
【Wu, H.-Y., Chang, S.-L., Hsiao, S.-C., & Chien, C.-L. (2018). From gratitude to bliss: The mediating effect of resilience on the relationship between gratitude and mental health. Bulletin of Educational Psychology, 50(1), 83-106. https://doi.org/10.6251/BEP.201809_50(1).0004】
吳相儀、蔡佳伶、黃玟臻（2024）。開發「三件好事」手機行動應用程式與使用歷程分析。教育科學研究期刊，69（2），209-242。https://doi.org/10.6209/JORIES.202406_69(2).0007
【Wu, H.-I., Tsai, J.-L., & Huang, W.-Z. (2024). The effectiveness of developing “3 Blessings Exercise” on mobile application. Journal of Research in Education Sciences, 69(2), 209-242. https://doi.org/10.6209/JORIES.202406_69(2).0007】
邱淑芬、蘇秀娟、劉桂芬、黃慧芬（2015）。翻轉教室—資訊科技融入護理教育的新教學策略。護理雜誌，62（3），5-10。https://doi.org/10.6224/JN.62.3.5
【Chiou, S.-F., Su, H.-C., Liu, K.-F., & Hwang, H.-F. (2015). Flipped classroom: A new teaching strategy for integrating information technology into nursing education. The Journal of Nursing, 62(3), 5-10. https://doi.org/10.6224/JN.62.3.5】
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中文APA引文格式
吳相儀、蔡佳伶（2026）。邁向心盛：翻轉正向心理學課程佐以「三件好事」手機APP混合教學之成效。教育科學研究期刊，71（3），59-92。
https://doi.org/10.6209/JORIES.202609_71(3).0003
APA Format
Wu, H.-Y., & Tsai, C.-L. (2026). Toward Flourishing: The Effectiveness of a Flipped Positive Psychology Course Enhanced With a “Three Good Things” Mobile App Blended Learning Approach. Journal of Research in Education Sciences, 71(3), 59-92.
https://doi.org/10.6209/JORIES.202609_71(3).0003

Journal directory listing - Volume 71 (2026) - Journal of Research in Education Sciences【71(3)】September
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Toward Flourishing: The Effectiveness of a Flipped Positive Psychology Course Enhanced With a “Three Good Things” Mobile App Blended Learning Approach Author:

Hsiang-Yi Wu (Associate Professor, Department of Psychology, Kaohsiung Medical University, Kaohsiung, Taiwan; Chair, Positive Psychology Center, Kaohsiung Medical University, Kaohsiung, Taiwan; Researcher, Department of Medical Research, Kaohsiung Medical University Hospital, Kaohsiung, Taiwan)
Chia-Ling Tsai (Department of Psychology, Kaohsiung Medical University)

Vol.&No.：Vol. 71, No. 3
Date：September 2026
Pages：59-92
DOI：​https://doi.org/10.6209/JORIES.202609_71(3).0003

Abstract：

Research Motivation and Purpose
　　Positive psychology has emerged as a rapidly expanding field in response to contemporary societal changes, prompting many higher education institutions to launch either physical or online “Happiness Courses.” Despite the growing popularity of these courses, a critical question remains: do students genuinely become happier after completing them? This study aims to evaluate the effectiveness of a general education Positive Psychology course that adopts a blended learning model integrating asynchronous MOOCs, flipped classroom sessions, and the “Three Good Things” mobile app. Unlike traditional lecture-based instruction, this blended format intentionally incorporates active learning strategies and reflective practice tools to enhance engagement and personal growth. The course design is grounded in the belief that sustainable changes in well-being require both knowledge acquisition and opportunities for practical application. By employing a mixed-methods approach, the study seeks to capture both quantitative changes in happiness indicators and qualitative insights into students’ lived learning experiences, thereby providing a more nuanced understanding of how such courses influence well-being over different time scales. This dual focus is particularly relevant in higher education, where the development of socio-emotional skills is increasingly recognized as vital alongside academic achievement.
Literature Review
　　Blended learning combines face-to-face teaching with online instruction to offer flexibility, promote active engagement, and foster self-directed learning. The flipped classroom, a prominent form of blended learning, reverses traditional teaching roles by having students acquire new knowledge outside class and apply it during in-class activities. Hamdan et al.’s (2013) Four Pillars of the Flipped Classroom– flexible environments, learning culture, intentional content, and professional educators– serve as a framework for effective course design. Previous research indicates that flipped classrooms enhance motivation, participation, and autonomy (Babintseva et al., 2023; Otero-Escobar et al., 2021). However, in psychology, most applications have been in clinical contexts, with limited exploration in Positive Psychology. The “Three Good Things” intervention, grounded in Seligman’s well-being theory and the PERMA model, has shown potential in increasing happiness, yet existing mobile versions often lack analytical feedback. Wu et al. (2024) addressed this gap by creating a Chinese-language app that integrates both recording and feedback functions. Integrating such an app into a formal curriculum provides opportunities not only for structured reflection but also for data-driven feedback, allowing learners to track their progress over time. Moreover, combining a validated intervention with a blended instructional model can create a synergistic effect, aligning theoretical learning with experiential practice to reinforce positive behavioral change. This study builds on such advancements by examining a Positive Psychology course that merges MOOCs, flipped classrooms, and an empirically validated mobile app.
Research Method
　　This research adopts a mixed-methods design, combining quantitative pre-, post-, and delayed testing with qualitative interviews. Participants included 50 valid student respondents enrolled in a general education Positive Psychology course at a Taiwanese university. The instructional design consisted of 11 weeks of asynchronous MOOCs for foundational knowledge and 5 weeks of in-person flipped classroom activities, such as Kahoot quizzes, group discussions, oral presentations, and instructor feedback. For the midterm assignment, students could choose to complete the “Three Good Things” exercise via the authorized mobile app or on paper. Quantitatively, three well-being scales were administered at three time points: pre-test, post-test, and a two-week delayed test. Qualitatively, semi-structured interviews were conducted with the eight students who showed the greatest improvement in well-being scores, and data were analyzed using open coding and thematic categorization. This dual approach enabled triangulation, enhancing the reliability of findings by allowing cross-validation between quantitative outcomes and qualitative narratives. The integration of both strands of evidence aimed to provide a comprehensive evaluation of the course’s impact, capturing not only statistical trends but also the depth of personal transformation reported by participants.
Research Results
　　The quantitative results revealed significant improvements in well-being scores from pre-test to post-test and from pre-test to delayed test, with small to medium effect sizes. In contrast, pleasure scores showed no significant change between pre- and post-tests, but improved in the delayed test, possibly due to contextual factors such as summer vacation. Regarding the midterm assignment, 75% of students opted to use the mobile app, suggesting a clear preference for digital tools among young adults. The qualitative analysis produced six major themes: diverse teaching methods, time flexibility, deepened learning, teamwork, emotional cognition, and practical life application. Students described how the online content provided a solid conceptual foundation, while in-class activities fostered critical thinking, collaborative skills, and the application of positive psychology principles to real-life scenarios. Many also noted that the reflective app exercise helped them cultivate gratitude and mindfulness beyond the classroom setting. Representative quotes highlighted that students valued the balance between theoretical input and hands-on application, as well as the supportive peer interactions fostered through group work. Students reported that the integration of online learning, interactive classroom activities, and reflective app-based assignments provided a comprehensive and engaging learning experience that sustained their interest throughout the semester.
Discussion
　　These findings support the effectiveness of blended learning in Positive Psychology education, particularly for enhancing long-term well-being. The lack of immediate improvement in short-term pleasure highlights the importance of distinguishing between hedonic happiness (momentary pleasure) and eudaimonic well-being (sustained life satisfaction). Contextual events can influence short-term emotional states, indicating that happiness interventions should be assessed over multiple time scales. The qualitative results provide deeper insight into the learning processes of flourishing individuals, emphasizing the role of varied teaching strategies and real-world application in sustaining outcomes. Furthermore, the high adoption rate of the mobile app demonstrates the potential of integrating technology-based reflective tools to match student preferences and improve engagement. These results also contribute to ongoing debates about the scalability of well-being interventions in higher education, suggesting that blended approaches can balance personalization with efficiency. Overall, the combination of structured content, interactive activities, and technology-enhanced reflection appears to create a learning environment that not only informs but also transforms student perspectives on happiness and well-being.
Recommendations
　　Pedagogically, instructors designing Positive Psychology courses should adopt blended learning strategies that balance foundational content delivery with active in-class engagement. Incorporating mobile applications with reflection and analytical functions can deepen learning and sustain motivation. Teachers may also consider incorporating periodic feedback loops– both automated and instructor-led– to reinforce positive behavioral changes and maintain learner momentum. From a research perspective, future studies should include control groups to strengthen causal inferences and employ longitudinal designs to examine the differential effects of interventions on short-term pleasure and long-term well-being. Comparative research on app-based versus traditional reflective assignments would further clarify the role of technology in well-being education. In addition, expanding such interventions across diverse cultural and institutional contexts could provide insights into the universality or cultural specificity of their effects, thereby enriching the global discourse on Positive Psychology pedagogy.

Keywords：positive psychology, well-being, blended learning, MOOCs, flipped classroom