Journal of Applied Engineering and Technological Science
Vol 4(2) 2023: 825-836
825
COUNTENANCE EVALUATION OF VIRTUAL REALITY (VR)
IMPLEMENTATION IN MACHINING TECHNOLOGY COURSES
Waskito
1
, Rizky Ema Wulansari
2*
, Budi Syahri
3
, Nelvi Erizon
4
, Purwantono
5
, Yufrizal
6
, Tee
Tze Kiong
7
Department of Mechanical Engineering, Universitas Negeri Padang, Padang Indonesia1 2 3 4 5 6
Malaysia Research Institute for Vocational Education and Training, University Tun Hussein
Onn Malaysia, Johor, Malaysia7
rizkyema@ft.unp.ac.id
Received : 04 April 2023, Revised: 13 May 2023, Accepted : 14 May 2023
*Corresponding Author
ABSTRACT
This study aims to evaluate whether virtual reality (VR) learning media can be used in Machining
Technology courses which are practical learning but implemented virtually. The research using the Stake
Countenance evaluation method was carried out at the Department of Mechanical Engineering FT-UNP
in the July-December 2021 semester with 60 students as research subjects. This study was mix method by
using sequential explanatory design. which is the collection of quantitative and qualitative data that is
carried out sequentially. Data related to the antecedents, transaction, and outcomes phases were collected
using questionnaires, interviews, and observations. The research begins with developing VR media that is
implemented to learning materials in the field of Machining Technology and then applied to learning. Then
first stage is carried out using quantitative then the next stage or the second stage is carried out using
qualitative. The result of research showed that this VR application can help students understand the theory
of introducing machine tool operations but have not been able to run machine. This study imply that
students’ learning process should be enjoyable and also influence existing practices of Student-Centered
Learning. The novelty of this study showed the evaluation result of technology, especially virtual reality
can be implemented in the practice learning course, it can be reference for educator to consider
implementing technology in practice learning. This study will contribute to existing knowledge and various
instructional method that can be implemented by educator.
Keywords: Virtual Reality, Machining Technology, Countenance Evaluation
1. Introduction
The Machining Technology course is a required course that has been mastered by students
in the Bachelor Education of Mechanical Engineering, Faculty of Engineering. The learning
outcome of this course is that students are able to operate machine tools such as lathes, Fracturing
machines, Drilling Machines properly (Duran et al., 2013). So, they have to learn the machining
theory material and machining practicum. The theory is learned by students concerning to
introductory theory of practicum, introduction to machine tools such as names, functions, and
how to operate these components for various machine tool jobs (Hartanto et al., 2020; Jalinus et
al., 2023; Riehl et al., 2014). After introduction theory learning is studied by students and
conducted the assessment, it assumes that students have understood the machining theory, then
students can get the opportunity to doing machinery practicum (Manoli et al., 2021). If without
understanding of machining operation introduction theory, the error and mistake will be taking
place in operating machine which can be fatal dangers for machine and its operator (Jalinus et al.,
2022; Suryo Hartanto et al., 2022). So, the learning process is supposed by face to face.
However, because of Covid-19 pandemic, for health reasons, the learning cannot be
conducted by face to face, but fully online (Reno Renaldi et al., 2022; Sepulveda-Escobar &
Morrison, 2020; Kurniawan, 2022). This situation creates some problems, which students are
difficult to achieve the learning outcome that has been settled on syllabus curriculum (Folkourng
& Sakti, 2022; Luo & Du, 2022). Educator is difficult to deliver the material about machine
introduction without directly see these machines (Bozkurt et al., 2020). So, there is lack of
learning method that used in this course, because students need real experience to understand and
master the competencies in this course. Also Bloom (Anderson, 2001) said that psychomotor
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aspect of learning outcome can be reached by students when they do and practice by hands on the
machines.
In order to solve the problems, VR is one of the solutions that can be used by educators as
instructional media that made students can interact with the online environment by assisting of
computer simulation. So, students can feel that they are in that online world (Fortuna et al., 2023;
Gregory & Bannister-Tyrrel, 2017). VR offers the interesting solution because it gives the realistic
and interactive real experience for students, which they can experiment and practice without
having to worry about the risk of accidents or engine damage. Other than that, VR can give
flexible learning environment and can be used everywhere (Chang, 2021). The combination of
VR and pedagogic concept will be positioning the VR not only just instructional media as well as
learning simultaneous. VR is an instructional media that can make students focus, active and
successful in providing feedback to students (Rho et al., 2020). Students is being more motivating
and having highness curiosity in learning is the main goal of VR (Kwon & Morrill, 2022). VR
assists students to feel the digital life experiences toward the difficult learning material that
conducted in the real life as well (Bahari, 2022). The reason for choosing VR technology was also
triggered by research which in recent years has highlighted the effectiveness of VR from learning
target competencies (Tai et al., 2022).
However, based on the observation that conducted by interview method, it showed that VR
implementation in practice learning has not been optimally implemented. Most of educators have
not designed learning material using VR yet. The interview result of some students showed that
all of students understand how to use VR in learning and they have supporting facilities such as
laptop and smartphone. The observation results concerning to facilities in the university showed
that the supporting media has been not optimally used to implement VR in practice learning.
Other than that, previous research result showed the inconsistency of VR implementation
in learning, both in learning theory and practice. There are several research tend to showed that
VR has positive impact in enhancing students’ learning outcomes (Williams et al., 2022), due to
the VR gives students the opportunity to be more exploring their self (Sprenger & Schwaninger,
2021). Some of research argue that, it showed the negative impact of VR in learning, it is proven
that VR has not took effect to enhance students’ learning outcomes and motivations (Kaplan-
Rakowski et al., 2021), due to the using of VR in learning was just implemented on certain topics
(Kugurakova et al., 2021).
Therefore, the evaluation research is assumed to be needed to know how the
implementation of VR in learning, certainly in practice learning. Then, to know what the factors
that affected in VR implementation of learning practice. Evaluation model that used in this
research was countenance model, which the systematic model and focus on decision consideration
(Fegely et al., 2020), it is not just used to be compared to determine the gap between the results
and expectation, but it is also compared with the absolute standard to know the benefit the
evaluated program clearly (Choi & Noh, 2021).
Several previous researches also depicted that countenance evaluation was frequently used
evaluation model and effective to evaluate the program in learning (Rappa et al., 2022), the
evaluation countenance is assumed as the best choice to be used in this research. So, this research
aims at evaluating the learning system on Machining Technology course by using VR and
describing the VR effectiveness on the course that has learning outcomes of psychomotor
characteristic. The novelty of this research is the information concerning to implementation of
VR in learning practice, while VR is still implemented in learning theory recently and
countenance evaluation of implementing VR in learning practice has not been conducted yet. So,
it can give the beneficial impact for educators and students to prepare their self and the VR-based
learning process on learning practice can performance well and according to educator expectation,
and it will give the convenience both for educators and students.
So, this study aims at evaluation the effectivity of VR implementation in Machining
Technology course, by focusing on VR implementation to practice students’ skill through
interactive simulation and practice. This study also aims at evaluating students’ response of VR
implementation and identify the factors that influencing the successful implementation of VR.
This study will contribute to the existing knowledge, particularly in implementation of VR in
learning and the effectiveness of VR in learning. The finding of this study will imply educators
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in preparing their learning process using VR. The assessment and instrument of this study can be
references for the future researcher who will do the similar research.
2. Literature Review
Machining technology courses are essential in preparing students for careers in the
manufacturing industry. Traditional education approaches such as lectures and hands-on
instruction, on the other hand, have limitations in providing a full grasp of machining operations.
Virtual Reality (VR) technology provides a novel method to improving learning outcomes in
machining technology courses. In a machining technology course, a VR-based learning platform
was developed and implemented. The VR platform boosted students' grasp of machining
operations and raised their enthusiasm to learn (Thompson et al., 2021). Furthermore, the VR
platform allows students to learn and experiment with machining techniques in a safe and
controlled environment, reducing the danger of classroom accidents.
Bos et al. (2022)investigated the efficacy of a VR-based training program for CNC
(Computer Numerical Control) machining. The study discovered that when compared to
traditional training techniques, the VR-based training program increased students' cognitive and
psychomotor skills. The study also found that the VR-based training package lowered training
time and expense. Hu-Au & Okita (2021) examined the possibilities of VR technology in
machining education. The authors emphasized the benefits of virtual reality technology, such as
its capacity to deliver a realistic and immersive learning environment, its adaptability to diverse
learning styles, and its potential for remote learning. Overall, the literature demonstrates that
virtual reality technology has the potential to improve learning in machining technology courses.
VR technology can provide a safe and regulated environment for students to practice and
experiment with machining operations, thereby improving cognitive and psychomotor abilities
and increasing motivation to study. More research is needed to investigate the efficacy of VR
technology in various contexts and to determine the aspects that contribute to its success.
VR technology has the potential to revolutionize the way engineering and machining
courses are taught. VR technology can provide a safe and immersive learning environment that
enhances students' learning outcomes and engagement (Yang et al., 2022). Because VR
technology can provide a realistic and interactive learning environment that enhances students'
motivation and engagement, facilitates the acquisition of practical skills, and reduces the risk of
accidents and injuries in the classroom (Yildirim et al., 2020).
Fig. 1. Research Conceptual Framework
Source: (Yildirim et al., 2020)
3. Research Methods
Research Type and Procedures
Research type was mixed method by using sequential explanatory design approach
(Christensen, 2001). Research method consists of four stages, are follows: preliminary research
stage, prototype designing stage and implementation of VR in learning stage, and the last stage
was evaluation. First stage, the research investigates the problems that took place during Covid-
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19 pandemic concerning to Machining Technology learning. In this stage, it is found the problem
of Machining Technology learning practice problems because of Covid-19 pandemic, the students
cannot learn in laboratory to operate the machines. Stage 2, it is developed the VR application
with Machining Technology material. After finishing the VR application, it is assessed to the peer
to know the VR application has been according to be used in Machining Technology learning,
VR technology that developed has been according to the Machining Technology learning need.
Stage 3, implementing the Machining Technology learning uses VR application that has been
developed to 60 students. Stage 3, conducting the evaluation of implementing VR application of
practicality, convenience, and effectiveness on students using VR application that has been
developed.
Evaluation method used was Countenance model. There are three phases of Countenance
evaluation model, as follows: 1) antecedents, 2) transaction and 3) outcomes. Antecedents is the
condition before learning, while transaction is a learning experience process. Each phase will be
implemented on observation, analysis and recommendation phases. Research data was collected
by questionnaire, interview and observation. The data was analyzed using two ways, are follows:
correlation and descriptive to find the contingency among antecedents, transaction and outcomes,
these will be according to the expect research goal and condition that observed.
Antecedents phase will evaluate syllabus of Machining Technology course, facility and
infrastructure to implement VR, and students’ readiness. On the transaction process, the
assessment criteria in the aspects of learning time, the ability to use VR, and learning
implementation. Outcome phase will assess students’ satisfied level in implementing the
Machining Technology learning. Antecedents, transaction and outcome category between
expected (intents) and observed condition concerning to the horizontal assessment (congruence).
Research Subject
This research was conducted in Mechanical Engineering Department, Faculty of
Engineering, Universitas Negeri Padang (UNP). The simple random sampling technique was
conducted to choose the research sample, while the population was the Mechanical Engineering
students who register Machining Technology course. It means that all population have the same
opportunity being sample. Therefore, 60 students and 30 educators of Mechanical Engineering,
Faculty of Engineering UNP were randomly selected as research sample, which students of
bachelor and diploma degree. The object of this research was VR application in Machining
Technology learning.
Research Instruments
The observation activity used questionnaire that consists of 35 statement items of Likert
scale. The instrument was used for quantitative data, which the indicator of the questionnaire can
be seen in detail at Table 1.
Table 1 - Questionnaire’s Indicators
No Stages Indicators
1 Antecedents Planning, in syllabus of Machining Technology course (A1)
Need, in facility and infrastructure to implement VR (A2)
Students’ readiness (A3)
2 Transaction Learning Time (T1)
The ability to operate VR (T2)
Learning implementation (T3)
3 Outcome Students’ satisfied (O)
In order to fulfill the qualitative data, interview was conducted to obtain the data. The
interview’s questions that prepared was focused on the research objective concerning to the three
phases of Countenance model, as follows; antecedents, transaction and outcome. So, the
qualitative collecting data activities was conducted by structure and systematic interview.
Data Analysis Technique
Data analysis technique used in this mix method research consists of two stages of analysis
data, are follows; descriptive and correlation descriptive for quantitative data, and conclusion
verification and data display for analyzing qualitative data
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4. Results and Discussions
VR can be used in inquiry-based learning that focus on critical and analytical thinking
process to seek and find solution of the problems by their own ability. Inquiry-based learning
involves students actively to seek the answers of the questions or problems (Prasetya et al., 2023).
By using VR, information that accepted by students will be better than using another technology
tool, such as video, slide and other (Vicente dos Anjos et al., 2021). In learning, students do not
directly touch with educator and the tool, but they seem to interact with the tool and educator. By
using the tool and VR application that developed, students can learn individually, Figure 2 depicts
the view of VR when students using it on Machining Technology course. Figure 2 showed the
learning material such as, lathe machine that has been simulated in VR.
(a)
(b)
Fig 2. (a) Lathe Machine on VR and (b) One of material in Machining Technology course on VR
The Countenance Stake was the evaluation model that used in this research. It has three
phases of evaluation stage, there are antecedents (input), transaction (process) and outcome
(output). These three phases were used to describe the effective the VR implementation in
learning practice. The data used was obtained from interview and questionnaire. Ant ecedents
phase or input phase of VR implementation in Machining Technology learning practice can be
reviewed from three assessment indicators, are follows: the planning, such as syllabus of
Machining Technology course, the requirement such as facilities and infrastructures to implement
VR, and students’ readiness. Transaction phase was also reviewed from three assessment
indicators, are follows; learning time, the ability to operate VR, and learning implementation.
While output was reviewed from one assessment indicator, that is students’ readiness. The
obtained antecedent data can be seen in detail at Table 2.
Table 2 - Frequency Distribution of VR Learning Plan Indicators
Categories Educators Students
Frequency Presentation (%) Frequency Presentation (%)
Very Suitable 8 26,67 28 46,67
Suitable 20 66,67 29 48,33
Unsuitable 1 3,33 2 3,33
Very Unsuitable 1 3,33 1 1,67
Table 2 depicts the frequency distribution of VR learning between educators and students
toward planning indicators. The planning phase of VR learning that obtained from the
questionnaire that filled up by educators, it showed that 26,67% of educators assume very suitable
and 66,67% of them categorize it to suitable, it means that the planning of VR learning had been
suitable to VR implementation in learning practice. Looking forward to the students’ number, it
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showed that 46,67% of students assume very suitable and 48,33% being suitable. It can be
concluded that the planning of VR learning had been suitable to the existing learning curriculum.
The aspect of this educators’ readiness is categorized suitable, it means that educators have
been ready in planning and designing the VR-based learning material. It will be better if educators
can more increase the learning material understanding, certainly if it is combined ICT there. The
using of instructional media in assisting learning process has not utilized maximally. The
educators’ ability using technology in learning and designing the instructional media tend to low
for some educators. It will be obstacle to maximize the educators’ ability in planning and
designing the VR-based learning material. transaction data in this research will be seen in detail
at Table 3.
Table 3 - Frequency Distribution of VR Learning Implementation Indicators
Categories Educators Students
Frequency Presentation (%) Frequency Presentation (%)
Very Suitable 25 83,33 35 58,33
Suitable 4 13,33 23 38,33
Unsuitable 1 3,33 2 3,33
Very Unsuitable - - - -
Table 3 describes the frequency distribution of VR learning implementation indicators
between educators and students. The implementation phase of VR learning that obtained from the
questionnaire that filled up by educators, it showed that 83,33% of educators assume very suitable
and 13,33% of them categorize it to suitable in implementing VR on learning practice by existing
material and curriculum. As the same as students, it showed that 58,33% of students assume very
suitable and 38,33% being suitable. It means that implementation of VR in learning practice has
been suitable to the learning curriculum and support the existing practice learning material. The
outcome data of this research can be seen in detail at Table 4.
Table 4 - Frequency Distribution of VR Learning Satisfaction Indicators
Categories Educators Students
Frequency Presentation (%) Frequency Presentation (%)
Very Suitable 23 76,67 37 61,67
Suitable 6 20 20 33,33
Unsuitable - - 3 5
Very Unsuitable 1 3,33 - -
Table 4 explains the frequency distribution of VR learning satisfaction indicators between
educators and students. The satisfaction phase of VR learning that obtained from the questionnaire
that filled up by educators, it showed that 76,67% of educators assume very suitable and 20% of
them categorize it to suitable. It means that educators are satisfied to implement the learning by
using VR. It regards to the students’ number, it showed that 61,67% of students assume very
suitable and 33,33% being suitable. It means that implementation of VR learning has encouraged
the students’ satisfaction and motivation in learning practice. In order to make it clear, here is the
chart of three assessments indicator phases from Countenance Stake on practice learning by using
VR.
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Fig. 3. Chart of Sub-Indicator Presentation on Countenance
The explanation of figure 3 was the presentation spreading on each sub-indicator of
antecedents, transaction and outcome assessment. The detail explanation can be seen in detail on
Table 5, the following table showed the analysis matrix of Countenance’s three phases.
Table 5 - Analysis Matrix of Antecedents, Transaction, and Output Phases
Description Matrix Judgement Matrix
Intense Observation Standard Judgement
Antecedents
Educators plan the
implementation of VR in
learning practice
The observation result
showed that 95% of
course’s syllabus has been
designed, but there are 52%
of facilities and structures
to conduct learning
practice by implementing
VR, while the students’
readiness by 65%.
There are learning
plan in implementing
VR in learning, such
as VR program design,
lesson plan and
learning material,
facilities such as
oculus and students
are ready in
implementing VR.
Most of educators on
Machining Technology
course has been ready to
implement the VR in
learning practice, but the
facilities are not enough to
support VR
implementation, such as
oculus. So, it will affect to
students’ readiness.
Transaction
Students conduct the
learning practice process
using VR that according to
the design that has been
planned.
The observation result
showed that VR
implementation on
learning practice has been
saved the educators’ time
of 65%, in delivering the
learning material. The
ability of students in
operating VR by 74% and
the implementation of VR
in learning practice has
been performance of 72%.
Students be able to
operate VR in learning
practice, and VR
implementation in
learning has been
effective to save
educators’ time in
delivering the material
before practicing.
Implementation VR in
learning has been effective
to save educators’ time. So,
it will give positive impact
on students’ ability in
operating VR, and VR in
learning has been fully
implemented.
Outcomes
Students satisfy in VR
learning
The observation result
showed that students’
satisfaction in
implementing VR on
learning practice of 74%.
Students are satisfied
and motivated of VR
implementation in
learning.
Students are satisfied of
VR implementation in
learning practice.
Students’ satisfaction of ICT cultured learning environment indicators falls into the
appropriate category. It includes support from educators to provide ICT facilities according to
student requests, and currently they are easy to get ICT facilities. The involvement of human
0
20
40
60
80
100
S1-A1
S2-A1
S3-A1
S1-A2
S2-A2
S1-A3
S1-T1
S1-T2
S2-T2
S1-T3
S1-O
S2-O
Presentation
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resources in VR-based learning is an absolute requirement, but high-capacity human resources
are not a main requirement because supporting infrastructure is also needed to achieve the goals
of VR-based learning. The availability of complete infrastructure will support the implementation
of VR-based learning.
The transaction stage measures the ability to implement VR in the learning process. The
ability of educators in implementing VR-based learning is the main basis. If the educators’ ability
is low, then the educators will rarely deliver the assignments or learning material to students by
utilizing VR. The ability that has been improved by the educators is to practice using VR features
and VR can be utilized optimally. At the stage of VR implementation result, it is related to the
two previous aspects, namely the antecedents and transactions aspects. In order to increase the
output aspect, it can be done by increasing the ability to understand and operate VR, then students
will be happier with the material taught with VR implementation. the stage of VR implementation
result showed that students are motivated in learning, and they showed high satisfaction of VR
implementation. The following table showed the results of the correlation analysis between VR
implementation and students’ satisfaction.
Table 6 - Correlation Analysis Between VR Implementation and Students’ Satisfaction
Variables X Y
VR Implementation (X) Pearson Correlation 1 .767**
Sig. (2-tailed) .000
N 60 60
Students’ Satisfaction (Y) Pearson Correlation .767** 1
Sig. (2-tailed) .000
N 60 60
Table 6 showed the figure of correlation analysis between VR implementation and
students’ satisfaction. Based on the Table 6 showed that correlation between VR implementation
(r(60)=0,767, p < 0,05) and students’ satisfaction (r(60)=0,767, p < 0,05) were statistically
significant. It means that learning by using VR implementation has positive effect to students’
satisfaction, which the implementation of VR learning has impact by 76,7% to students’
satisfaction. It is line to the research that conducted by Li et al., (2020), it showed that VR was
effective to increase the students’ learning outcome. The following chart showed the students’
satisfaction and learning outcome normality data after implementing VR in learning.
(a) (b)
Fig. 4. Spreading of Students’ Satisfaction (a) and Learning Outcome (b) after VR implementation
Based on the results of the study, it showed that the antecedent of VR learning facilities
and infrastructure was still low. It was proven that the facilities and infrastructure in implementing
VR were still limited, such as Oculus for implementing VR. Even though students and educators
have planned the VR learning. Some previous research also showed the similar results, the
weaknesses of antecedent (Çakıroğlu et al., 2021). Then, the results of the Transactions analysis
showed that most students have the ability to implement VR. It indicates that although the VR
that has been implemented well, but the implementation process has many obstacles. Some
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previous research also showed that the VR implementation can affect the mentality of users,
because they cannot distinguish between the real world and the virtual world (Liu & Butzlaff,
2021; Onele, 2023). VR can make users feel loss of reality and isolation when interacting with
the artificial world (Kwon & Morrill, 2022). Even though the ITC implementation in learning is
a new breakthrough that can be utilized by educators (Huda et al., 2021).
The result analysis of three phases on VR implementation on practice learning showed the
new framework finding about the combination of ICT and learning practice. Several ideas that
appeared by students during learning process showed that there are students’ critical thinking
process when implementing VR in learning practice. Therefore, it means that ICT implementation
in learning practice does not restrict the students’ thinking. It is line to the previous knowledge
that conducted by several researches, it showed that ICT has positive impact in learning among
learning outcomes (Kaplan-Rakowski et al., 2021), problem solving and critical thinking skill
(Araiza-Alba et al., 2021; Ikhsan et al., 2020) in building the ideas.
Based on the conducting research, there are two factors that influenced the VR
implementation process. These factors are divided into 2, are follows; supporting factor and
obstacle factor. Supporting factor, such as existing facilities and structures. There are several
facilities such as oculus, the networking to access internet, and the number of computers that
needed. Obstacle factor, there is less ability to develop and implement VR for learning practice.
It affects to the educators; they tend to cannot design the interesting material content. So, the
students are less motivation to solve the obstacle factor and increase the supporting factor. The
obstacle factor can be faced by maximizing the existing resources, conduct the training that
according to the ICT-based learning. Obstacle factor can be increased by maintaining the ICT-
based facilities and infrastructures
The discussion of the research results obtained can be presented in the form of theoretical
description, both qualitatively and quantitatively. In practice, this section can be used to compare
the results of the research obtained in the current research on the results of the research reported
by previous researchers referred to in this study. Scientifically, the results of research obtained in
the study may be new findings or improvements, affirmations, or rejection of a scientific
phenomenon from previous researchers. The results of this study will advance knowledge,
particularly in the use of virtual reality (VR) in education when compared to traditional teaching
methods. Particularly for a course on machining technology, the method instrument and VR-based
learning materials are very beneficial for future research or teaching and learning reasons. The
findings of this study imply students’ learning process should be fun rather than tediously
listening to lectures. Students should actively engage in learning processes, multidimensional
learning activities, and other active learning techniques. Additionally, students should be engaged
and motivated in order to boost their confidence and improve the efficiency of self-learning.
Therefore, higher education could switch to a technology-based student-centered learning model,
like VR, for teaching and learning approaches.
5. Conclusion
Machining Technology learning can be conducting virtually using a virtual reality system.
But so far, the learning outcomes that can be achieved still in the cognitive aspect. In the
psychomotor aspect cannot be fully implemented, but virtual reality can help students accelerate
learning outcomes in the psychomotor aspect. Students who implement virtual reality systems can
learn more loosely, anywhere and anytime while virtual reality equipment is available. However,
the implementation of virtual reality in learning showed inconsistent impact, some have a positive
effect and reverse. This study showed that the implementation of VR in learning practice has a
positive effect and it is effective to be implemented. Even though the facilities and infrastructure
such as Oculus was still required. This study will contribute to existing knowledge and become a
reference as a learning method that can be applied by educators. This research is limited to
evaluate the implementation of VR in the psychomotor domain, other variables such as the
affective and cognitive domains have not been studied in this study. This is expected to be a
reference for further similar research.
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COUNTENANCE EVALUATION OF VIRTUAL REALITY (VR) IMPLEMENTATION IN MACHINING TECHNOLOGY COURSES
Waskito1, Rizky Ema Wulansari2*, Budi Syahri3, Nelvi Erizon4, Purwantono5, Yufrizal6, Tee Tze Kiong7
Department of Mechanical Engineering, Universitas Negeri Padang, Padang Indonesia1 2 3 4 5 6
Malaysia Research Institute for Vocational Education and Training, University Tun Hussein Onn Malaysia, Johor, Malaysia7
rizkyema@ft.unp.ac.id
Received : 04 April 2023, Revised: 13 May 2023, Accepted : 14 May 2023
*Corresponding Author
ABSTRACT
This study aims to evaluate whether virtual reality (VR) learning media can be used in Machining Technology courses which are practical learning but implemented virtually. The research using the Stake Countenance evaluation method was carried out at t...
Keywords: Virtual Reality, Machining Technology, Countenance Evaluation
1. Introduction
The Machining Technology course is a required course that has been mastered by students in the Bachelor Education of Mechanical Engineering, Faculty of Engineering. The learning outcome of this course is that students are able to operate machine tools...
However, because of Covid-19 pandemic, for health reasons, the learning cannot be conducted by face to face, but fully online (Reno Renaldi et al., 2022; Sepulveda-Escobar & Morrison, 2020; Kurniawan, 2022). This situation creates some problems, which...
In order to solve the problems, VR is one of the solutions that can be used by educators as instructional media that made students can interact with the online environment by assisting of computer simulation. So, students can feel that they are in tha...
However, based on the observation that conducted by interview method, it showed that VR implementation in practice learning has not been optimally implemented. Most of educators have not designed learning material using VR yet. The interview result of...
Other than that, previous research result showed the inconsistency of VR implementation in learning, both in learning theory and practice. There are several research tend to showed that VR has positive impact in enhancing students’ learning outcomes (...
Therefore, the evaluation research is assumed to be needed to know how the implementation of VR in learning, certainly in practice learning. Then, to know what the factors that affected in VR implementation of learning practice. Evaluation model that ...
Several previous researches also depicted that countenance evaluation was frequently used evaluation model and effective to evaluate the program in learning (Rappa et al., 2022), the evaluation countenance is assumed as the best choice to be used in t...
So, this study aims at evaluation the effectivity of VR implementation in Machining Technology course, by focusing on VR implementation to practice students’ skill through interactive simulation and practice. This study also aims at evaluating student...
2. Literature Review
Machining technology courses are essential in preparing students for careers in the manufacturing industry. Traditional education approaches such as lectures and hands-on instruction, on the other hand, have limitations in providing a full grasp of ma...
Bos et al. (2022)investigated the efficacy of a VR-based training program for CNC (Computer Numerical Control) machining. The study discovered that when compared to traditional training techniques, the VR-based training program increased students' cog...
VR technology has the potential to revolutionize the way engineering and machining courses are taught. VR technology can provide a safe and immersive learning environment that enhances students' learning outcomes and engagement (Yang et al., 2022). Be...
Fig. 1. Research Conceptual Framework
Source: (Yildirim et al., 2020)
3. Research Methods
Research Type and Procedures
Research type was mixed method by using sequential explanatory design approach (Christensen, 2001). Research method consists of four stages, are follows: preliminary research stage, prototype designing stage and implementation of VR in learning stage,...
Evaluation method used was Countenance model. There are three phases of Countenance evaluation model, as follows: 1) antecedents, 2) transaction and 3) outcomes. Antecedents is the condition before learning, while transaction is a learning experience ...
Antecedents phase will evaluate syllabus of Machining Technology course, facility and infrastructure to implement VR, and students’ readiness. On the transaction process, the assessment criteria in the aspects of learning time, the ability to use VR, ...
Research Subject
This research was conducted in Mechanical Engineering Department, Faculty of Engineering, Universitas Negeri Padang (UNP). The simple random sampling technique was conducted to choose the research sample, while the population was the Mechanical Engine...
Research Instruments
The observation activity used questionnaire that consists of 35 statement items of Likert scale. The instrument was used for quantitative data, which the indicator of the questionnaire can be seen in detail at Table 1.
Table 1 - Questionnaire’s Indicators
In order to fulfill the qualitative data, interview was conducted to obtain the data. The interview’s questions that prepared was focused on the research objective concerning to the three phases of Countenance model, as follows; antecedents, transacti...
Data Analysis Technique
Data analysis technique used in this mix method research consists of two stages of analysis data, are follows; descriptive and correlation descriptive for quantitative data, and conclusion verification and data display for analyzing qualitative data
4. Results and Discussions
VR can be used in inquiry-based learning that focus on critical and analytical thinking process to seek and find solution of the problems by their own ability. Inquiry-based learning involves students actively to seek the answers of the questions or p...
(a)
(b)
Fig 2. (a) Lathe Machine on VR and (b) One of material in Machining Technology course on VR
The Countenance Stake was the evaluation model that used in this research. It has three phases of evaluation stage, there are antecedents (input), transaction (process) and outcome (output). These three phases were used to describe the effective the V...
Table 2 - Frequency Distribution of VR Learning Plan Indicators
Table 2 depicts the frequency distribution of VR learning between educators and students toward planning indicators. The planning phase of VR learning that obtained from the questionnaire that filled up by educators, it showed that 26,67% of educators...
The aspect of this educators’ readiness is categorized suitable, it means that educators have been ready in planning and designing the VR-based learning material. It will be better if educators can more increase the learning material understanding, ce...
Table 3 - Frequency Distribution of VR Learning Implementation Indicators
Table 3 describes the frequency distribution of VR learning implementation indicators between educators and students. The implementation phase of VR learning that obtained from the questionnaire that filled up by educators, it showed that 83,33% of ed...
Table 4 - Frequency Distribution of VR Learning Satisfaction Indicators
Table 4 explains the frequency distribution of VR learning satisfaction indicators between educators and students. The satisfaction phase of VR learning that obtained from the questionnaire that filled up by educators, it showed that 76,67% of educato...
Fig. 3. Chart of Sub-Indicator Presentation on Countenance
The explanation of figure 3 was the presentation spreading on each sub-indicator of antecedents, transaction and outcome assessment. The detail explanation can be seen in detail on Table 5, the following table showed the analysis matrix of Countenance...
Table 5 - Analysis Matrix of Antecedents, Transaction, and Output Phases
Students’ satisfaction of ICT cultured learning environment indicators falls into the appropriate category. It includes support from educators to provide ICT facilities according to student requests, and currently they are easy to get ICT facilities. ...
The transaction stage measures the ability to implement VR in the learning process. The ability of educators in implementing VR-based learning is the main basis. If the educators’ ability is low, then the educators will rarely deliver the assignments ...
Table 6 - Correlation Analysis Between VR Implementation and Students’ Satisfaction
Table 6 showed the figure of correlation analysis between VR implementation and students’ satisfaction. Based on the Table 6 showed that correlation between VR implementation (r(60)=0,767, p < 0,05) and students’ satisfaction (r(60)=0,767, p < 0,05) ...
Fig. 4. Spreading of Students’ Satisfaction (a) and Learning Outcome (b) after VR implementation
Based on the results of the study, it showed that the antecedent of VR learning facilities and infrastructure was still low. It was proven that the facilities and infrastructure in implementing VR were still limited, such as Oculus for implementing VR...
The result analysis of three phases on VR implementation on practice learning showed the new framework finding about the combination of ICT and learning practice. Several ideas that appeared by students during learning process showed that there are st...
Based on the conducting research, there are two factors that influenced the VR implementation process. These factors are divided into 2, are follows; supporting factor and obstacle factor. Supporting factor, such as existing facilities and structures....
The discussion of the research results obtained can be presented in the form of theoretical description, both qualitatively and quantitatively. In practice, this section can be used to compare the results of the research obtained in the current resear...
5. Conclusion
Machining Technology learning can be conducting virtually using a virtual reality system. But so far, the learning outcomes that can be achieved still in the cognitive aspect. In the psychomotor aspect cannot be fully implemented, but virtual reality ...
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