Interactive Augmented Reality Approach for Improving Differential System Skills in Vocational Education

Abstract

Augmented Reality (AR) is a promising technology for enhancing vocational education by making learning more interactive and practical. In automotive education, understanding complex components such as differential systems can be challenging due to limited training materials, abstract concepts, and potential safety risks during hands-on practice. Although previous studies have shown that AR can improve student motivation and conceptual understanding, there is still limited research focusing on AR design specifically for teaching differential systems in vocational contexts. This study aims to develop, implement, and evaluate an interactive AR-based learning medium for differential system instruction. The research adopts a Waterfall Research and Development (R&D) model and involves 30 purposively selected vocational students. Data collection methods include expert validation sheets, student response questionnaires, and pretest–posttest assessments. Data analysis uses descriptive statistics and paired t-tests to assess the effectiveness, feasibility, and relevance of the AR media. The results indicated that the validity of the AR media was excellent based on expert judgment, and the comments of students were highly positive. The average score of the pretest is 62.00 and the average score of posttest is 82.00, it indicates that the learning outcomes are greatly improved. A paired-samples t test showed that the improvement was statistically significant (t = 21.62, p < 0.001). The results show that AR-based learning is beneficial in improving students’ grasp of differential system ideas and contributes to the development of vocational skills.