Advancing Electrical Technology Education: Investigating the Impact of Immersive Simulation Tools on Hands-On Learning Outcomes
DOI:
https://doi.org/10.11594/ijmaber.06.12.26Keywords:
Immersive Simulation Tools, Hands-on Learning, Technical Vocational Education, Electrical Technology, Learning Outcomes, Student EngagementAbstract
This study investigates the effectiveness of immersive simulation tools in enhancing hands-on learning, engagement, and practical skills among Bachelor of Technical Vocational Teacher Education (BTVTEd) Electrical Technology students. Recognizing the challenges of traditional laboratory-based training, such as safety risks, limited resources, and restricted practice opportunities, the study explores how immersive technologies can address these limitations. Utilizing a mixed-methods research design, the study combines quantitative approaches, including pre-test and post-test assessments and surveys, with qualitative methods, such as focus group discussions and semi-structured interviews, to comprehensively evaluate the tools' impact. Conducted in a teacher education institution in Ilocos Norte, the study involves third-year electrical technology students and their instructors. Results indicate that immersive simulation tools significantly improve students’ practical skills, as evidenced by a statistically significant increase in post-test scores. Both students and instructors perceive these tools as highly effective and user-friendly, emphasizing their ability to simplify complex concepts, enhance skill acquisition, and foster confidence. The tools also provide realistic and safe environments for practicing high-risk tasks, such as working with high-voltage equipment, reducing safety concerns while promoting deeper learning. However, challenges such as technical issues, limited access to equipment, high costs, and the need for training are identified as barriers to broader adoption. The study concludes that immersive simulation tools are a transformative innovation in technical education, offering safer, more engaging, and effective learning experiences.
Downloads
References
Abeygunawardena, N., & Jathunga, T. (2024). Perceptions of Virtual Reality as a Learn-ing Tool in Electrical and Electronic En-gineering. International Journal of Re-search and Innovation in Social Science, (special issue?), 639-646. https://doi.org/10.47772/IJRISS.2024.8110051
Agbo, F. J., Olaleye, S. A., Bower, M., & Oyelere, S. S. (2023). Examining the relationships between students’ perceptions of tech-nology, pedagogy, and cognition: The case of immersive virtual reality mini games to foster computational thinking in higher education. Smart Learning Envi-ronments, 10(1), 19. https://doi.org/10.1186/s40561-023-00233-1
Albarracín-Acero, A., et al. (2024). Virtual real-ity in the classroom: Transforming the teaching of direct current electrical cir-cuits. Future Internet, 16(8), 279. https://doi.org/10.3390/fi16080279
Amin, I., Widiaty, C., Yulia, C., & Abdullah, A. G. (2022). The application of virtual reality (VR) in vocational education: A systemat-ic review. In Proceedings of the 4th In-ternational Conference on Innovation in Engineering and Vocational Education (ICIEVE 2021) (pp. 112–120). Atlantis Press. https://doi.org/10.2991/assehr.k.220305.024
Azzam, I., El Breidi, K., Breidi, F., & Mousas, C. (2024). Virtual Reality in Fluid Power Education: Impact on Students’ Perceived Learning Experience and Engagement. Education Sciences, 14(7), 764. https://doi.org/10.3390/educsci14070764
Barrett, A. J., Pack, A., & Quaid, E. D. (2021). Understanding learners’ acceptance of high-immersion virtual reality systems: Insights from confirmatory and explora-tory PLS-SEM analyses. Computers & Ed-ucation, 169, Article 104214. https://doi.org/10.1016/j.compedu.2021.104214
Brylska, K., Gackowski, T., Kwiatkowska, A., & Dudziak-Kisio, M. (2024). Learning effi-ciency – virtual reality lesson vs tradi-tional lesson. Information Technology & People, 37(8), 216-234. https://doi.org/10.1108/ITP-08-2022-0631
Bower, M., & Jong, M. S.-Y. (2020). Immersive virtual reality in education. British Jour-nal of Educational Technology, 51(6), 1981–1990. Article e13038. https://doi.org/10.1111/bjet.13038
Cabural, A. B. (2024). Enhancing conceptual understanding of electricity and mag-netism through VR simulations. Interna-tional Journal of Current Science Re-search and Review, 7(10), 4914–4921. https://doi.org/10.47191/ijcsrr/V7-i10-50
Carpio, A. M., & Santos, P. R. (2021). Virtual simulation as a pedagogical tool in Phil-ippine higher education. Asia Pacific Journal of Education, 41(6), 985–1002. https://doi.org/10.1080/02188791.2021.1890321
Cao, Y., Ng, G.-W., & Ye, S.-S. (2023). Design and Evaluation for Immersive Virtual Re-ality Learning Environment: A Systematic Literature Review. Sustainability, 15(3), 1964. https://doi.org/10.3390/su15031964
Ernita, N., Bahtiar, B., Zulkarnaen, Z., Mustofa, H. A., & Faresta, R. A. (2024). Online self-regulated learning assisted by virtual labs to train STEM students’ critical thinking skills. International Journal of Essential Competencies in Education, 3(1), 28–46. https://doi.org/10.36312/ijece.v3i1.1917
Fabro, R. B. B., Rivera, E. C. C., Rivera, J. C., Ra-bang, N. T. G. S., Asuncion, A. C., & Limon, M. R. (2023). Struggling, Coping, and Per-sisting in New Normal Education: Pre-Service Teachers in Field Study Courses. TEM Journal, 12(1). https://doi.org/10.18421/TEM121-45
Fernandes, F. A., Camargo Rodrigues, C. S., Teixeira, E. N., & Werner, C. (2022). Im-mersive Learning Frameworks: A Sys-tematic Literature Review. arXiv. https://doi.org/10.48550/arXiv.2208.14179
Fortuna, A., Prasetya, F., Cabanillas García, J. L., Arcelus-Ulibarrena, J. M., Salman, A., Karimi, A., & Yusuf, A. (2024). Modern learning paradigms: A bibliometric analy-sis of augmented reality and virtual reali-ty in vocational education. Jurnal Pen-didikan Teknologi Kejuruan, 7(2), 91-114. https://doi.org/10.24036/jptk.v7i2.36523
Hassan, J., Devi, A., & Ray, B. (2022). Virtual Laboratories in Tertiary Education: Case Study Analysis by Learning Theories. Ed-ucation Sciences, 12(8), Article 554. https://doi.org/10.3390/educsci12080554
James, W., Oates, G., & Schonfeldt, N. (2024). Improving retention while enhancing student engagement and learning out-comes using gamified mobile technology. Accounting Education, 4(3), 1–21. https://doi.org/10.1080/09639284.2024.2326009.
Khamis, H., Jantan, A. H., Roslan, N. A., & Ab-dullah, L. N. (2024). Immersive Learning Factors Using Virtual Reality in Higher Education: A Systematic Literature Re-view (SLR). Environment-Behaviour Pro-ceedings Journal, 10(SI32), Article 7053. https://doi.org/10.21834/e-bpj.v10iSI32.7053
Lee, Y. J., & Ji, Y. G. (2024). Effects of Visual Realism on Avatar Perception in Immer-sive and Non-Immersive Virtual Envi-ronments. International Journal of Hu-man–Computer Interaction, 1–14. https://doi.org/10.1080/10447318.2024.2351713.
Li, Y., Shen, Y., & Sukenik, C. I. (2024, June). Immersive virtual labs for enhancing in-person and online education [Paper presentation]. 2024 ASEE Annual Confer-ence & Exposition, Portland, Oregon. https://doi.org/10.18260/1-2--47552
Long, Y., Zhang, X., & Zeng, X. (2024). Applica-tion and effect analysis of virtual reality technology in vocational education prac-tical training. Education and Information Technologies, 30, 9755-9786. https://doi.org/10.1007/s10639-024-13197-7
Lu, A., Wong, C. S. K., Cheung, R. Y. H., & Im, T. S. W. (2021). Supporting flipped and gam-ified learning with augmented reality in higher education. Frontiers in Education, 6, Article 623745. https://doi.org/10.3389/feduc.2021.623745
Mat Sanusi, K. A., Iren, D., Fanchamps, N., & others. (2025). Virtual virtuoso: A sys-tematic literature review of immersive learning environments for psychomotor skill development. Educational Technol-ogy Research and Development, 73(2), 909–949. https://doi.org/10.1007/s11423-025-10449-2
Nechypurenko, P., Semerikov, S., & Pokhlie-stova, O. (2023). An augmented reality-based virtual chemistry laboratory to support educational and research activi-ties of 11th grade students. Educational Dimension, 8. https://doi.org/10.31812/educdim.4446.
Nikou, S. A., Perifanou, M., & Economides, A. A. (2024). Exploring Teachers’ Compe-tences to Integrate Augmented Reality in Education: Results from an International Study. TechTrends, 68(6), 1208-1221. https://doi.org/10.1007/s11528-024-01014-4
Oyserman, D., & Dawson, A. (2024). Successful learning environments support and har-ness students’ identity-based motivation: A primer. In Virtual Learning Environ-ments (pp. 67–82). Routledge.
https://doi.org/10.4324/9781032726663-6
Petersen, G. B., Stenberdt, V., Mayer, R. E., & Makransky, G. (2023). Collaborative gen-erative learning activities in immersive virtual reality increase learning. Comput-ers & Education, 207, 104931. https://doi.org/10.1016/j.compedu.2023.104931.
Qureshi, M. A., Khaskheli, A., Qureshi, J. A., Ra-za, S. A., & Yousufi, S. Q. (2023). Factors affecting students’ learning performance through collaborative learning and en-gagement. Interactive Learning Environ-ments, 31(4), 2371–2391. https://doi.org/10.1080/10494820.2021.1884886.
Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). A systematic re-view of immersive virtual reality applica-tions for higher education: Design ele-ments, lessons learned, and research agenda. Computers & Education, 147, 103778. https://doi.org/10.1016/j.compedu.2019.103778
Rafiq, A. A., Triyono, M. B., & Djatmiko, I. W. (2022). Enhancing student engagement in vocational education by using virtual re-ality. Waikato Journal of Education, 27(3). https://doi.org/10.15663/wje.v27i3.964
Ravichandran, R., & Mahapatra, J. (2023). Vir-tual reality in vocational education and training: Challenges and possibilities. Journal of Digital Learning and Educa-tion, 3(1), 25–31. https://doi.org/10.52562/jdle.v3i1.602
Reis, V., Santos Baptista, J., & Duarte, J. (2025). Immersive Tools in Engineering Educa-tion — A Systematic Review. Applied Sci-ences, 15(11), 6339. https://doi.org/10.3390/app15116339
Siregar, E., Kusumawardani, D., & Bunyamin, E. M. (2022). Virtual laboratory for prac-tical learning in vocational education us-ing Nine Events of Instruction approach. Journal of Education Research and Eval-uation, 6(3), 457–467. https://doi.org/10.23887/jere.v6i3.47691
Sivapriyan, R., Raj, L., Selvi, T., & Raj, G. (2024). Literature review on augmented reality in electrical engineering educa-tion. 2024 3rd International Conference for Innovation in Technology (INOCON), 1–8. https://doi.org/10.1109/INOCON60754.2024.10511984
Susilana, R., Dewi, L., & Rullyana, G. (2024). Exploring student perceptions of virtual learning experiences: A study of the use of the Spatial.io 3D Metaverse platform. Journal of Education Technology, 8(4), 673–683. https://doi.org/10.23887/jet.v8i4.85190
Sviridova, E., Yastrebova, E., Bakirova, G., & Rebrina, F. (2023). Immersive technolo-gies as an innovative tool to increase ac-ademic success and motivation in higher education. Frontiers in Education, 8, 1192760. https://doi.org/10.3389/feduc.2023.1192760.
Tenzin, D., Utha, K., & Seden, K. (2023). Effec-tiveness of simulation, hands-on and a combined strategy in enhancing concep-tual understanding on electric circuit: a comparative study. Research in Science & Technological Education, 42(4), 1069–1085. https://doi.org/10.1080/02635143.2023.2202388
UNESCO. (2023). Global Education Monitoring Report 2023: Technology in education: A tool on whose terms? UNESCO Publish-ing. https://doi.org/10.54676/UZQV8501
Villanueva, D. P., & Garcia, M. R. (2020). The effectiveness of virtual labs in improving problem-solving skills of engineering students in the Philippines. International Journal of Educational Technology in Higher Education, 17(1), 1–15. https://doi.org/10.1186/s41239-020-00214-3
Yanto, D. T. P., Sukardi, Kabatiah, M., Zaswita, H., & Candra, O. (2023). Analysis of Fac-tors Affecting Vocational Students’ Inten-tions to Use a Virtual Laboratory Based on the Technology Acceptance Model. In-ternational Journal of Interactive Mobile Technologies, 17(12), 94–111. https://doi.org/10.3991/ijim.v17i12.38627
Yanto, D. T. P., Sukardi, Kabatiah, M., Zaswita, H., & Candra, O. (2023). Development of Virtual Learning using Problem-Based Learning Models for Vocational Educa-tion Students. Elinvo (Electronics, Infor-matics, and Vocational Education), 7(2). https://doi.org/10.21831/elinvo.v7i2.52473
Zheng, Y., et al. (2025). Application and effect analysis of virtual reality technology in vocational education practical training. Education and Information Technologies, 30, 9755–9786. https://doi.org/10.1007/s10639-024-13197-7
Ziyang, Z., & Mohamad Nasri, N. (2025). Im-mersive Virtual Reality in Vocational School: A Systematic Literature Review. International Journal of Academic Re-search in Progressive Education and De-velopment, 14(1), 1294-1309. https://doi.org/10.6007/IJARPED/v14-i1/24694
Downloads
Published
Data Availability Statement
The research data supporting the findings of this study are available upon request from the corresponding author. Due to confidentiality agreements and ethical considerations, access to the data may be limited to authorized individuals or institutions.
Issue
Section
Categories
License
Copyright (c) 2025 Christian Guiane G. Borromeo, Regie Boy B. Fabro, Shiela Mae G. Juan, Dariel Justin V. Daquioag, Peter John P. Ladran, Johnson Modesto A. Blanco, Christian Jeffrey G. Balintec
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access).
