Design and Evaluation of VR-Based Interactive Modules for Technical Skills Training

Thesis Abstract

The rapid advancement of digital technologies has transformed technical skills training, emphasizing the need for innovative instructional approaches that enhance learner engagement, safety, and skill acquisition efficiency. Traditional training methods often face limitations such as safety risks, high operational costs, and restricted access to real-world equipment, thereby necessitating alternative methods that can simulate practical scenarios effectively. This study aims to design, implement, and evaluate virtual reality (VR)-based interactive modules tailored for technical skills training, specifically targeting mechanical maintenance and electrical wiring competencies. The primary objectives are to develop immersive VR modules aligned with existing curricula, assess their usability and effectiveness compared to conventional training, and identify factors influencing learner performance and engagement within VR environments. A mixed-methods research design was adopted, combining quantitative experimental approaches with qualitative feedback for comprehensive evaluation. The quantitative component involved a quasi-experimental pretest-posttest control group design, with a total sample of 120 technical students randomly assigned to either the experimental group, engaging with the VR modules, or the control group, receiving traditional training. The qualitative component comprised focus group discussions and student interviews to gather in-depth perceptions regarding usability, motivation, and perceived learning outcomes. Data collection instruments included validated Likert-scale questionnaires assessing usability and engagement, practical skill assessments evaluated through standardized rubrics, and semi-structured interview guides. The validity and reliability of the instruments were established through expert reviews and Cronbach’s alpha coefficients exceeding 0.85. Data analysis employed descriptive statistics, paired t-tests, and analysis of variance (ANOVA) to determine differences in skills performance within and between groups. Thematic analysis was applied to qualitative data to extract core themes relating to user experience and instructional efficacy. Additionally, regression analysis examined the relationship between engagement levels and skill acquisition, guided by the Technology Acceptance Model (TAM) and the Cognitive Load Theory as theoretical frameworks. Expected findings anticipate statistically significant improvements in practical skill performance and engagement levels among students who utilize VR modules compared to those undergoing conventional training. It is also anticipated that qualitative data will reveal positive perceptions of VR’s immersive and interactive features, alongside identified challenges such as technological accessibility and user fatigue. The study aims to demonstrate that well-designed VR modules can serve as effective supplementary tools, fostering experiential learning and potentially reducing training costs and safety hazards. This research contributes to current knowledge by providing empirical evidence on the pedagogical benefits and practical considerations of integrating VR technology into technical education. It expands understanding of instructional design principles specific to VR environments and offers a validated framework for developing similar modules across diverse technical disciplines. The findings are expected to inform policymakers, curriculum developers, and training institutions on adopting immersive learning technologies for enhanced technical skill development. Concluding, the study affirms the viability of VR-based modules as a transformative approach to technical training, with significant implications for improving learner outcomes and operational safety. Recommendations include the integration of VR modules into standard curricula, investment in accessible VR infrastructure, and ongoing research into user-centered design enhancements. Future studies should explore longitudinal impacts of VR training on skill retention and transferability in industry settings, further establishing VR’s role within the evolving landscape of technical education.