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Billiards is a sport that not only requires numerous skills, but also emphasizes the strategies of planning the path of the contact and shot. Traditional billiards training mainly focuses on skills practicing, while the strategies for facing different kinds of challenges in billiards competitions are usually ignored. Therefore, referring to social constructivism, the current study proposed an ASQI (annotation, summarizing, questioning and interflow) mobile flipped learning approach to strengthen students’ pre-class learning effectiveness via engaging them in social interaction contexts to share experience and strategies of dealing with different billiards competition cases. An experiment was conducted to evaluate the effectiveness of the proposed approach. The participants were 80 university students from two classes; one class learned with the ASQI mobile flipped learning approach while the other adopted the traditional flipped learning approach. The results showed that ASQI could significantly enhance students’ billiards skills performance and online learning engagement with no influence on task load. In addition, according to the students’ feedback, ASQI could help students “make effective use of strategies,” “improve learning performance” and “promote reflection.”