Mixed Reality System for Automotive Vocational School: Academic Performance and Experience Assessment
Saved in:
| 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 |
Be the first to leave a comment!
