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Accelerating Learning in Ecuador's Technical Institutes: The Impact of Using Mixed Reality to Teach Auto-Mechanics. Policy Research Working Paper 11146

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Title: Accelerating Learning in Ecuador's Technical Institutes: The Impact of Using Mixed Reality to Teach Auto-Mechanics. Policy Research Working Paper 11146
Language: English
Authors: Diego F. Angel-Urdinola, Marjorie Chinen, World Bank
Source: World Bank. 2025.
Availability: World Bank Publications. 1818 H Street NW, Washington, DC 20433. Tel: 202-458-4500; Fax: 202-552-1500; Web site: http://www.worldbank.org/
Peer Reviewed: N
Page Count: 28
Publication Date: 2025
Document Type: Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Developing Nations, Career and Technical Education, Auto Mechanics, Engines, Computer Simulation, Simulated Environment, Physical Environment, Public Colleges, Learning Modalities, Educational Technology, Cost Effectiveness, Computer Uses in Education, Instructional Effectiveness, College Students, Intervention
Geographic Terms: Ecuador
Abstract: This study evaluates the impact of incorporating mixed reality--including both augmented and virtual reality--into auto-mechanics training for students enrolled in selected public technical technological institutes in Ecuador. The intervention aims to enhance students' understanding of automotive mechanics by teaching the fundamental principles of internal combustion engine operation through nine competency-based learning modules delivered over one academic semester. The study employed a stratified randomized controlled trial at the class level, assigning auto-mechanic classes within each institute to either the mixed reality-enhanced training laboratory (treatment) or the standard curriculum (control). To measure learning outcomes, students completed pre- and post-intervention cognitive tests, complemented by student surveys assessing technology usability, motivation, and engagement. This comprehensive approach enabled the study to quantify the effects of the training on student learning and identify mechanisms through which learning occurred. The results indicate that students exposed to mixed reality--based instruction scored, on average, 0.37 standard deviation higher on post-tests than those in the control group--a statistically significant effect at the 1 percent level. These findings are consistent with effect sizes observed in training programs aimed at college students in high-income countries. The evidence also points to increased engagement and motivation as key channels through which mixed reality enhanced learning, underscoring the potential of immersive technologies to improve vocational training outcomes in low- and middle-income settings. [This study was financed by a grant from the Korea-World Bank Partnership Facility.]
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED676622
Database: ERIC
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  Data: Accelerating Learning in Ecuador's Technical Institutes: The Impact of Using Mixed Reality to Teach Auto-Mechanics. Policy Research Working Paper 11146
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  Data: World Bank Publications. 1818 H Street NW, Washington, DC 20433. Tel: 202-458-4500; Fax: 202-552-1500; Web site: http://www.worldbank.org/
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  Data: <searchLink fieldCode="DE" term="%22Ecuador%22">Ecuador</searchLink>
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  Data: This study evaluates the impact of incorporating mixed reality--including both augmented and virtual reality--into auto-mechanics training for students enrolled in selected public technical technological institutes in Ecuador. The intervention aims to enhance students' understanding of automotive mechanics by teaching the fundamental principles of internal combustion engine operation through nine competency-based learning modules delivered over one academic semester. The study employed a stratified randomized controlled trial at the class level, assigning auto-mechanic classes within each institute to either the mixed reality-enhanced training laboratory (treatment) or the standard curriculum (control). To measure learning outcomes, students completed pre- and post-intervention cognitive tests, complemented by student surveys assessing technology usability, motivation, and engagement. This comprehensive approach enabled the study to quantify the effects of the training on student learning and identify mechanisms through which learning occurred. The results indicate that students exposed to mixed reality--based instruction scored, on average, 0.37 standard deviation higher on post-tests than those in the control group--a statistically significant effect at the 1 percent level. These findings are consistent with effect sizes observed in training programs aimed at college students in high-income countries. The evidence also points to increased engagement and motivation as key channels through which mixed reality enhanced learning, underscoring the potential of immersive technologies to improve vocational training outcomes in low- and middle-income settings. [This study was financed by a grant from the Korea-World Bank Partnership Facility.]
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      – Text: English
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        PageCount: 28
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Developing Nations
        Type: general
      – SubjectFull: Career and Technical Education
        Type: general
      – SubjectFull: Auto Mechanics
        Type: general
      – SubjectFull: Engines
        Type: general
      – SubjectFull: Computer Simulation
        Type: general
      – SubjectFull: Simulated Environment
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      – SubjectFull: Physical Environment
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      – SubjectFull: Public Colleges
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      – SubjectFull: Learning Modalities
        Type: general
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Cost Effectiveness
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      – SubjectFull: Computer Uses in Education
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: College Students
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      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Ecuador
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    Titles:
      – TitleFull: Accelerating Learning in Ecuador's Technical Institutes: The Impact of Using Mixed Reality to Teach Auto-Mechanics. Policy Research Working Paper 11146
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