Digitalization of Vocational Training in Uganda Using Virtual Reality: Automotive Engineering Case Study
DOI:
https://doi.org/10.58740/vocational.v3i1.758Keywords:
Virtual Reality, Immersive Learning, Automotive Training, Technical and Vocational Education and Training (TVET)Abstract
Vocational Training Institutes (VTIs) in Uganda continue to face challenges, including inadequate tools, outdated equipment, and limited workshop space, particularly in automotive engineering training. Despite increasing interest in immersive learning technologies, few studies have explored localized Virtual Reality (VR) solutions for vocational education in resource-constrained environments. This study developed and evaluated a VR-based teaching platform to support practical learning in motor vehicle mechanics. The novelty of the study lies in the development of a localized and interactive VR training platform tailored to Uganda’s vocational learning context. Using a Design Science Research approach, the system was developed with Third-Dimension Studio Max and Unreal Engine and tested at St. Simon Peter’s Vocational Training Institute in Hoima, Uganda. Data was collected from 30 participants through questionnaires, focus group discussions, and observations. The findings showed improved student engagement, confidence, and understanding of automotive procedures, with over 90% of participants reporting positive learning experiences. The study demonstrates that context-sensitive VR systems can enhance vocational training effectiveness in low-resource educational environments.
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