Abstract
Background: Vocational education and training (VET) are crucial for developing a skilled workforce, yet traditional methods often face limitations regarding cost, safety, and accessibility to complex machinery. Virtual Reality (VR) and Augmented Reality (AR) technologies offer immersive and interactive learning environments with the potential to overcome these challenges. This study investigates the comparative efficacy of VR and AR in enhancing technical skill acquisition among vocational students. Methods: A quasi-experimental design was employed, involving 180 vocational students across three cohorts: a VR-trained group, an AR-trained group, and a control group receiving traditional hands-on training. Participants engaged in specific technical tasks within automotive maintenance and electrical wiring. Technical skill acquisition was measured through pre- and post-intervention performance assessments, error rates, and task completion times. Student engagement and perceived learning were also evaluated using self-report questionnaires. Results: Both VR and AR training groups demonstrated significantly higher technical skill acquisition compared to the traditional training group (p < 0.01). The AR group exhibited marginally superior performance in task completion efficiency and error reduction, particularly when tasks required interaction with physical components. Student engagement and perceived learning were substantially higher in the immersive technology groups. Conclusions: VR and AR technologies are highly effective tools for technical skill acquisition in vocational education, offering advantages in safety, cost-efficiency, and learner engagement. Their integration into VET curricula can significantly improve training outcomes and prepare students more effectively for industry demands. Further research should explore long-term retention and scalability.