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Mixed Reality System for Automotive Vocational School: Academic Performance and Experience Assessment

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Title: Mixed Reality System for Automotive Vocational School: Academic Performance and Experience Assessment
Language: English
Authors: Satrio Pradono Suryodiningrat, Harjanto Prabowo, Arief Ramadhan, Harry Budi Santoso
Source: Online Learning. 2026 30(1):246-264.
Availability: Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index
Peer Reviewed: Y
Page Count: 19
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Grade 9
Junior High Schools
Middle Schools
Grade 10
Descriptors: Career and Technical Education, Auto Mechanics, Technology Uses in Education, Program Effectiveness, Career and Technical Education Schools, High School Students, Grade 9, Grade 10, Academic Achievement, Achievement Gains, Foreign Countries
Geographic Terms: Indonesia
ISSN: 2472-5749
2472-5730
Abstract: Mixed reality (MR) devices, such as Microsoft HoloLens, offer immersive and interactive learning opportunities that can enhance vocational education. While MR technologies are increasingly used in K-12 settings, their application in vocational schools remains limited, despite the potential to improve workplace readiness of graduates in alignment with Industry 5.0 standards. This study investigates the effectiveness of MR in automotive vocational schools using a quasi-experimental pre-test/post-test design to measure student performance and a SPRADO assessment tool to assess user experience. The study involved 42 students and 9 teachers from 4 vocational high schools (from grades 9 and 10) divided into MR and non-MR groups. Academic performance was assessed through standardized pre- and post-tests, and the MR group also completed a survey using the SPRADO assessment tool, which evaluates six dimensions of MR learning systems: usability, system functionality, pedagogical alignment, realism, accessibility, and user satisfaction. The findings show a significant improvement in academic performance among students in the MR group compared to the non-MR group and revealed positive perceptions from both students and teachers in the MR group regarding the capabilities of MR in supporting learning. These results provide empirical support for integrating MR into vocational curricula as a strategic response to evolving technological and industrial demands.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507883
Database: ERIC
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  Data: Mixed Reality System for Automotive Vocational School: Academic Performance and Experience Assessment
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  Data: <searchLink fieldCode="AR" term="%22Satrio+Pradono+Suryodiningrat%22">Satrio Pradono Suryodiningrat</searchLink><br /><searchLink fieldCode="AR" term="%22Harjanto+Prabowo%22">Harjanto Prabowo</searchLink><br /><searchLink fieldCode="AR" term="%22Arief+Ramadhan%22">Arief Ramadhan</searchLink><br /><searchLink fieldCode="AR" term="%22Harry+Budi+Santoso%22">Harry Budi Santoso</searchLink>
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  Data: Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index
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  Data: 2472-5749<br />2472-5730
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  Data: Mixed reality (MR) devices, such as Microsoft HoloLens, offer immersive and interactive learning opportunities that can enhance vocational education. While MR technologies are increasingly used in K-12 settings, their application in vocational schools remains limited, despite the potential to improve workplace readiness of graduates in alignment with Industry 5.0 standards. This study investigates the effectiveness of MR in automotive vocational schools using a quasi-experimental pre-test/post-test design to measure student performance and a SPRADO assessment tool to assess user experience. The study involved 42 students and 9 teachers from 4 vocational high schools (from grades 9 and 10) divided into MR and non-MR groups. Academic performance was assessed through standardized pre- and post-tests, and the MR group also completed a survey using the SPRADO assessment tool, which evaluates six dimensions of MR learning systems: usability, system functionality, pedagogical alignment, realism, accessibility, and user satisfaction. The findings show a significant improvement in academic performance among students in the MR group compared to the non-MR group and revealed positive perceptions from both students and teachers in the MR group regarding the capabilities of MR in supporting learning. These results provide empirical support for integrating MR into vocational curricula as a strategic response to evolving technological and industrial demands.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 246
    Subjects:
      – SubjectFull: Career and Technical Education
        Type: general
      – SubjectFull: Auto Mechanics
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Career and Technical Education Schools
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      – SubjectFull: High School Students
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      – SubjectFull: Grade 9
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      – SubjectFull: Grade 10
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Achievement Gains
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Indonesia
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      – TitleFull: Mixed Reality System for Automotive Vocational School: Academic Performance and Experience Assessment
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