Bridging Virtual Learning and Workforce Readiness: The Mediating Role of Virtual Experience in Vocational Education
Saved in:
| Title: | Bridging Virtual Learning and Workforce Readiness: The Mediating Role of Virtual Experience in Vocational Education |
|---|---|
| Language: | English |
| Authors: | Andi Muhammad Idkhan (ORCID |
| Source: | Higher Education, Skills and Work-based Learning. 2025 15(6):1282-1301. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Career and Technical Education, High School Students, Computer Simulation, Technology Uses in Education, Job Skills, Employment Qualifications, Usability, Student Attitudes |
| DOI: | 10.1108/HESWBL-02-2025-0067 |
| ISSN: | 2042-3896 |
| Abstract: | Purpose: This study investigates the mediating role of virtual experience in the relationship between UTAUT2 constructs and perceived employability among vocational high school students. While previous research has examined students' behavioral intentions toward augmented reality (AR) and virtual reality (VR) using UTAUT2, their impact on job market readiness remains underexplored. This study aims to bridge this gap by integrating UTAUT2 with virtual experience to assess how immersive learning influences perceived employability. Design/methodology/approach: A quantitative, non-experimental research design was employed, using cross-sectional data collected from 402 vocational high school students across five regencies in Indonesia. Participants were introduced to AR and VR learning materials before completing an electronic questionnaire. Data were analyzed using structural equation modeling (PLS-SEM) to examine the relationships between UTAUT2 variables, virtual experience and perceived employability. Findings: Effort expectancy was the only UTAUT2 variable with a significant direct effect on perceived employability, indicating that ease of use enhances students' confidence in their job readiness. However, virtual experience significantly mediated the effects of performance expectancy, hedonic motivation, social influence, price value and facilitating conditions. This suggests that immersive AR/VR engagement is essential for translating these factors into employability perceptions. Students benefit most when they actively experience AR/VR rather than relying solely on expectations or external influences. These findings highlight the need for well-designed virtual training programs that enhance engagement, realism and practical application in vocational education. Practical implications: The study highlights the importance of aligning immersive virtual experiences with students' perceptions of usability to enhance employability outcomes. Rather than relying solely on industry-specific simulations, educators and vocational institutions should prioritize ease-of-use and pedagogical relevance to ensure that immersive technologies translate into perceived job readiness. This implies the need for instructional design that emphasizes guided interaction, clarity of task expectations and meaningful linkage between virtual tools and real-world competencies. Originality/value: This study extends UTAUT2 by incorporating virtual experience as a mediating factor in vocational education. Unlike previous studies that primarily focused on technology adoption, this research provides a novel perspective on how immersive virtual experiences enhance job readiness. By integrating experiential learning with technology acceptance theories, this study contributes to the growing body of literature on vocational training and employability. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1491598 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: EJ1491598 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Bridging Virtual Learning and Workforce Readiness: The Mediating Role of Virtual Experience in Vocational Education – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Andi+Muhammad+Idkhan%22">Andi Muhammad Idkhan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4866-2922">0000-0002-4866-2922</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fiskia+Rera+Baharuddin%22">Fiskia Rera Baharuddin</searchLink><br /><searchLink fieldCode="AR" term="%22Aminuddin+Aminuddin%22">Aminuddin Aminuddin</searchLink><br /><searchLink fieldCode="AR" term="%22Akmal+Hidayat%22">Akmal Hidayat</searchLink><br /><searchLink fieldCode="AR" term="%22Wirawan+Setialaksana%22">Wirawan Setialaksana</searchLink><br /><searchLink fieldCode="AR" term="%22Amiruddin+Amiruddin%22">Amiruddin Amiruddin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4499-4804">0000-0003-4499-4804</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Higher+Education%2C+Skills+and+Work-based+Learning%22"><i>Higher Education, Skills and Work-based Learning</i></searchLink>. 2025 15(6):1282-1301. – Name: Avail Label: Availability Group: Avail Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 20 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Career+and+Technical+Education%22">Career and Technical Education</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Simulation%22">Computer Simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Job+Skills%22">Job Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Employment+Qualifications%22">Employment Qualifications</searchLink><br /><searchLink fieldCode="DE" term="%22Usability%22">Usability</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1108/HESWBL-02-2025-0067 – Name: ISSN Label: ISSN Group: ISSN Data: 2042-3896 – Name: Abstract Label: Abstract Group: Ab Data: Purpose: This study investigates the mediating role of virtual experience in the relationship between UTAUT2 constructs and perceived employability among vocational high school students. While previous research has examined students' behavioral intentions toward augmented reality (AR) and virtual reality (VR) using UTAUT2, their impact on job market readiness remains underexplored. This study aims to bridge this gap by integrating UTAUT2 with virtual experience to assess how immersive learning influences perceived employability. Design/methodology/approach: A quantitative, non-experimental research design was employed, using cross-sectional data collected from 402 vocational high school students across five regencies in Indonesia. Participants were introduced to AR and VR learning materials before completing an electronic questionnaire. Data were analyzed using structural equation modeling (PLS-SEM) to examine the relationships between UTAUT2 variables, virtual experience and perceived employability. Findings: Effort expectancy was the only UTAUT2 variable with a significant direct effect on perceived employability, indicating that ease of use enhances students' confidence in their job readiness. However, virtual experience significantly mediated the effects of performance expectancy, hedonic motivation, social influence, price value and facilitating conditions. This suggests that immersive AR/VR engagement is essential for translating these factors into employability perceptions. Students benefit most when they actively experience AR/VR rather than relying solely on expectations or external influences. These findings highlight the need for well-designed virtual training programs that enhance engagement, realism and practical application in vocational education. Practical implications: The study highlights the importance of aligning immersive virtual experiences with students' perceptions of usability to enhance employability outcomes. Rather than relying solely on industry-specific simulations, educators and vocational institutions should prioritize ease-of-use and pedagogical relevance to ensure that immersive technologies translate into perceived job readiness. This implies the need for instructional design that emphasizes guided interaction, clarity of task expectations and meaningful linkage between virtual tools and real-world competencies. Originality/value: This study extends UTAUT2 by incorporating virtual experience as a mediating factor in vocational education. Unlike previous studies that primarily focused on technology adoption, this research provides a novel perspective on how immersive virtual experiences enhance job readiness. By integrating experiential learning with technology acceptance theories, this study contributes to the growing body of literature on vocational training and employability. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: EJ1491598 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1491598 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1108/HESWBL-02-2025-0067 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 1282 Subjects: – SubjectFull: Career and Technical Education Type: general – SubjectFull: High School Students Type: general – SubjectFull: Computer Simulation Type: general – SubjectFull: Technology Uses in Education Type: general – SubjectFull: Job Skills Type: general – SubjectFull: Employment Qualifications Type: general – SubjectFull: Usability Type: general – SubjectFull: Student Attitudes Type: general Titles: – TitleFull: Bridging Virtual Learning and Workforce Readiness: The Mediating Role of Virtual Experience in Vocational Education Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Andi Muhammad Idkhan – PersonEntity: Name: NameFull: Fiskia Rera Baharuddin – PersonEntity: Name: NameFull: Aminuddin Aminuddin – PersonEntity: Name: NameFull: Akmal Hidayat – PersonEntity: Name: NameFull: Wirawan Setialaksana – PersonEntity: Name: NameFull: Amiruddin Amiruddin IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 2042-3896 Numbering: – Type: volume Value: 15 – Type: issue Value: 6 Titles: – TitleFull: Higher Education, Skills and Work-based Learning Type: main |
| ResultId | 1 |
