Developing an Augmented Reality-Supported Training Model for Vocational Graduates to Enhance Learning Engagement and Cultural Literacy in China

Authors

  • ZhouFuXing Universitas Pendidikan Ganesha, China
  • I Nyoman Jampel Universitas Pendidikan Ganesha, Indonesia
  • I Gde Wawan Sudatha Universitas Pendidikan Ganesha, Indonesia

DOI:

https://doi.org/10.33394/jp.v13i4.21817

Keywords:

Vocational and Technical Education, Augmented Reality, Learning Engagement, Cultural Literacy

Abstract

This study aims to develop and evaluate the effectiveness of an Augmented Reality (AR)-supported graduate training model based on the ADDIE instructional design framework. The study involved 98 postgraduate students enrolled in vocational education programs in China. The validity of the research instruments and instructional module was evaluated using the Content Validity Index (CVI) by a panel of experts, while the effectiveness of the model was examined using descriptive statistics and multivariate analysis of variance (MANOVA). The expert validation results demonstrated high validity, with a Scale-Level Content Validity Index based on the average method (S-CVI/Ave) of 0.92 (92%). The mean scores increased from pretest to posttest for both knowledge acquisition (from 63.20 to 85.40; a 22.20-point increase) and practical skills (from 61.80 to 87.10; a 25.30-point increase). The MANOVA results indicated a statistically significant multivariate effect of the training model on the combined dependent variables, with an effect size of 0.416. Overall, the findings indicate that the developed AR-supported training model is effective in enhancing postgraduate students’ knowledge acquisition and practical skills and provides a practical contribution to strengthening immersive technology-based vocational education at the postgraduate level.

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Published

2026-10-07

How to Cite

ZhouFuXing, I Nyoman Jampel, & I Gde Wawan Sudatha. (2026). Developing an Augmented Reality-Supported Training Model for Vocational Graduates to Enhance Learning Engagement and Cultural Literacy in China. Jurnal Paedagogy, 13(4). https://doi.org/10.33394/jp.v13i4.21817

Issue

Vol. 13 No. 4 (2026): October (IN PRESS)

Section

Articles

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