Mixed Reality System for Automotive Vocational School: Academic Performance and Experience Assessment

Satrio Pradono Suryodiningrat; Harjanto Prabowo; Arief Ramadhan; Harry Budi Santoso

doi:10.24059/olj.v30i1.4805

Authors

Satrio Pradono Suryodiningrat Bina Nusantara University
Prof. Harjanto Prabowo Bina Nusantara University
Dr. Arief Ramadhan Telkom Univeristy
Prof. Harry Budi Santoso University of Indonesia

DOI:

https://doi.org/10.24059/olj.v30i1.4805

Keywords:

SPRADO assessment tool, mixed reality, quasi-experimental designs, vocational education

Abstract

Mixed reality (MR) devices, such as Microsoft HoloLens, offer immersive and interactive learning opportunities that can enhance vocational education. While MR technologies are increasingly used in K–12 settings, their application in vocational schools remains limited, despite the potential to improve workplace readiness of graduates in alignment with Industry 5.0 standards. This study investigates the effectiveness of MR in automotive vocational schools using a quasi-experimental pre-test/post-test design to measure student performance and a SPRADO assessment tool to assess user experience. The study involved 42 students and 9 teachers from 4 vocational high schools (from grades 9 and 10) divided into MR and non-MR groups. Academic performance was assessed through standardized pre- and post-tests, and the MR group also completed a survey using the SPRADO assessment tool, which evaluates six dimensions of MR learning systems: usability, system functionality, pedagogical alignment, realism, accessibility, and user satisfaction. The findings show a significant improvement in academic performance among students in the MR group compared to the non-MR group and revealed positive perceptions from both students and teachers in the MR group regarding the capabilities of MR in supporting learning. These results provide empirical support for integrating MR into vocational curricula as a strategic response to evolving technological and industrial demands.

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