<p>The advancements in innovations in educational settings have recently been shown to improve learning effectiveness. However, it is essential to prepare authentic learning materials for students to improve their visualization of learning contexts and their understanding of concepts. Through argumentation activities, students could acquire a deeper understanding of science. However, the implementation of argumentation activities faces some challenges: (1) lack of interesting topics, (2) limited information, (3) insufficient time, and (4) excessive cognitive load. To overcome these problems, a combination of the cross-learning method and technology-supported learning environments such as spherical video-based virtual reality (SVVR) and flipped learning is necessary to implement argumentation activities. This study investigated the effects of the SVVR-based argumentation flipped learning (AFL) approach on students’ physics learning achievement, argumentative writing, classroom engagement, and perceptions. To evaluate the effectiveness of the proposed approach, a quasi-experimental design was adopted for two 10th-grade high school classes that were assigned randomly to one of two groups: SVVR-based argumentation flipped learning (SVVR-AFL) as the experimental group, and conventional-based argumentation flipped learning (C-AFL) as the control group. The results indicated that the SVVR-AFL approach was beneficial for improving students’ learning achievement and argumentative writing, and the integration of SVVR-based argumentation flipped learning effectively enhanced students’ cognitive aspects in terms of their classroom engagement. Furthermore, through semi-structured interviews, students’ perceptions were gathered and categorized into four themes: engaged learning experience, the role of emotion in learning, active classroom encouragement, and learning enhancement strategies.</p>