Author Information
Chen Kim Lim, Universiti Kebangsaan Malaysia, MalaysiaWee Hin Wong, National University of Malaysia, Malaysia
Lu Cheng Li, National University of Malaysia, Malaysia
Abstract
This research evaluates the effectiveness of a Virtual Reality (VR) technology-based training model for teaching basic engine maintenance in vocational schools. The study involved 67 participants, aged 13-17 years from two institutions: E-Access International College, Johor (n=42) and Langkawi Vocational College, Kedah (n=25). The training covered three lessons: replacing a valve cover gasket, removing a gasket from the exhaust manifold, and replacing a gasket on the intake manifold in the basic engine maintenance syllabus of the automotive program. Each lesson was assessed at three levels, each level repetitively focusing on flow, engine cleanliness, gasket replacement, torque order, and overall performance. In this qualitative research, a non-probability sampling method was chosen and specifically, a purposive sampling technique was employed to gain initial insights into a small or under-researched population such as vocational students. The analysis revealed that the highest overall score was 100 (93.26%), while the lowest was 69 (64.49%) out of 107. A significant negative correlation was found between the time taken and the overall scores is -0.357, indicating that longer completion times tended to result in lower scores. The Cronbach’s alpha for the overall scores was 0.543, suggesting moderate internal consistency among the assessments. Despite this, the VR-based training model significantly enhanced the practical skills of students in engine maintenance. In conclusion, integrating VR into vocational education adds substantial value, improving students’ hands-on skills in practical settings. This study suggests that VR technology can serve as an effective tool for enhancing skill-based learning in vocational training environments.
Comments
Powered by WP LinkPress