Three-Dimensional Augmented Reality for Electrical Installation Learning: A Quasi-Experimental Study in Vocational Education
DOI:
https://doi.org/10.61255/jupiter.v4i5.2194Keywords:
academic achievement, augmented reality, electrical installation, student acceptance, vocational educationAbstract
Purpose: This study evaluates whether three-dimensional augmented reality (AR) is associated with better cognitive learning outcomes in vocational electrical installation instruction and describes learners’ responses to the technology.
Methods: A quasi-experimental pretest–posttest control-group study involved 44 Grade XI electrical installation students at SMK Negeri 10 Makassar, Indonesia (22 AR; 22 conventional instruction). Both classes completed 35-item achievement tests before and after four lessons. The AR group additionally completed a 20-item, five-dimension response questionnaire. Shapiro–Wilk, Levene, Mann–Whitney U, and normalized-gain analyses were reported.
Findings: Student-level calculations from the corrected workbook yielded mean posttest scores of 87.40 (AR) and 70.78 (control), with a two-sided Mann–Whitney comparison (U = 383.0, p = .001). Mean individual normalized gain was 0.593 versus 0.237 (U = 421.0, p < .001). The pretest comparison did not detect a difference (U = 257.0, p = .733). The AR group’s overall questionnaire response was 90.51%, with descriptive dimension scores ranging from 87.73% to 96.59%.
Research implications: Structured 3D visualization may complement explanations of components, wiring routes, and safe procedural sequences before workshop practice; practical skill gains were not tested.
Originality: The study links achievement comparisons with five dimensions of student-reported experience in a specific electrical-installation vocational context.
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