ql-align-center">Case Study: Augmented Reality–Enhanced Electrical Installation and Maintenance (EIM) Training for TVL Senior High School Students

Introduction

Technical-Vocational-Livelihood (TVL) education plays a vital role in preparing learners for employment and national certification. In the Philippines, the Electrical Installation and Maintenance (EIM) strand aims to equip students with competencies aligned with the standards of the Technical Education and Skills Development Authority (TESDA), particularly for National Certificate II (NC II) assessment. However, many public senior high schools face persistent challenges: limited equipment, overcrowded laboratories, safety risks, and high costs of consumable materials.

This case study explores an innovative learning practice: the integration of Augmented Reality (AR) into EIM training using low-cost mobile devices and marker-based AR applications. The practice was implemented in a Grade 12 TVL-EIM class in a public senior high school in Malaybalay City. The purpose was to enhance conceptual understanding, improve procedural skills, and increase assessment readiness while addressing resource constraints.

The case study analyzes the pedagogical design, implementation process, learner experience, outcomes, and implications of AR-enhanced training in a clearly defined educational context. It also situates the innovation within contemporary theories of multimodal learning, experiential learning, and technology integration.

Context of the Study

Institutional Setting

The innovation was implemented in a public senior high school offering the TVL track, specifically the EIM strand aligned with TESDA competency standards for NC II. The class consisted of 38 Grade 12 students with varied academic backgrounds and limited prior exposure to advanced digital tools beyond smartphones.

Identified Problems

Before the intervention, several issues were observed:

Limited number of electrical training boards
Insufficient components (switches, circuit breakers, wires)
Safety risks during initial hands-on practice
High anxiety during mock NC II practical assessments
Difficulty visualizing internal wiring and circuit logic

Although physical practice remains essential in vocational education, students struggled to grasp abstract wiring diagrams and translate them into correct physical connections.

Description of the Innovative Learning Practice

What is Augmented Reality?

Augmented Reality (AR) is a technology that overlays digital information—images, 3D objects, animations, and text—onto the real-world environment through mobile devices or AR headsets. Unlike virtual reality (VR), which immerses users in a fully digital environment, AR enhances the existing physical environment.

The AR-Enhanced EIM Training Model

The innovative practice involved:

1. Developing 3D models of electrical circuits (lighting circuits, convenience outlet circuits, and motor control circuits).

2. Embedding these models into a mobile AR application.

3. Printing AR markers attached to physical training boards.

4. Allowing students to scan the markers using smartphones or tablets to visualize internal wiring connections in 3D.

When students scanned a printed wiring diagram attached to a training board, they could:

See animated current flow.
Observe correct wiring paths.
View step-by-step procedural guides.
Access safety reminders.

This multimodal integration combined text, diagrams, animation, audio explanation, and physical manipulation of equipment.

4. Theoretical Framework

The intervention was guided by several theoretical perspectives:

Experiential Learning Theory

Based on Kolb’s experiential learning cycle, effective learning occurs through concrete experience, reflective observation, abstract conceptualization, and active experimentation. AR enhanced the reflection and conceptualization phases before students performed physical wiring.

Multimodal Learning Theory

Multimodal theory emphasizes meaning-making through multiple semiotic modes—visual, textual, spatial, and auditory. AR provided:

Visual 3D wiring representations
Text-based instructions
Audio explanations
Kinesthetic physical practice

This combination supported deeper conceptual understanding.

Constructivism

Constructivist theory posits that learners actively construct knowledge through interaction with their environment. AR allowed learners to explore circuits interactively rather than passively copying teacher demonstrations.

5. Instructional Design and Implementation

Development Phase

The development process followed a simplified Design and Development Research (DDR) framework:

1. Needs analysis (teacher interviews, student survey)

2. Content alignment with TESDA competency standards

3. 3D modeling of circuits using CAD software

4. Integration into a marker-based AR platform

5. Pilot testing with 10 students

6. Revision and full implementation

Implementation Procedure

The intervention lasted six weeks and was integrated into three competency units:

Install wiring devices

Interpret technical drawings

Perform electrical circuit connections

Each lesson followed this sequence:

6. Media and Digital Resources

Sample AR Workflow Diagram

Suggested AR Tools

Unity + Vuforia (for marker-based AR)

Blender (3D modeling)

Open-source AR platforms

Mobile Android devices (minimum 3GB RAM)

Sample Educational Video Resources

Electrical wiring basics tutorials (YouTube – educational channels)

Safety procedures in electrical installation

7. Data Collection and Evaluation

Instruments Used

Pre- and post-tests (written and practical)

Skills rubric aligned with TESDA NC II standards

Student perception survey

Focus group discussion

Teacher observation checklist

Key Findings

Academic Performance

Average pre-test score: 68%

Average post-test score: 85%

Practical wiring accuracy improved by 30%

Skills Development

Students demonstrated:

Better interpretation of wiring diagrams

Reduced wiring errors

Improved confidence during mock assessments

Faster task completion time

Student Feedback

Students reported that:

AR made circuits easier to visualize.

Learning felt more engaging and interactive.

Anxiety during practical tasks decreased.

8. Analysis of the Educational Practice

Strengths

1. Enhanced Visualization

AR allowed learners to see invisible processes such as current flow.

2. Cost Efficiency

Reduced material waste due to fewer wiring mistakes.

3. Increased Engagement

Students were more motivated to explore lessons.

4. Safety Improvement

Students practiced virtually before handling live circuits.

Limitations

1. Device Availability

Not all students had compatible smartphones.

2. Technical Issues

Occasional lag and tracking errors.

3. Teacher Training Needs

Teachers required orientation on AR integration.

4. Internet Dependence

Initial downloads required connectivity.

9. Discussion

The case demonstrates that AR can serve as a bridge between theoretical diagrams and hands-on practice in vocational education. The innovation did not replace physical training boards; rather, it enhanced them.

This blended model aligns with 21st-century skills development, including digital literacy, problem-solving, and self-directed learning. It also supports competency-based education required by TESDA.

Importantly, AR promoted multimodal meaning-making. Students interpreted symbolic diagrams, visual 3D representations, and physical components simultaneously. This layered understanding strengthened knowledge retention and transfer.

The innovation also reflects the shift toward technology-enhanced vocational education seen globally. Research suggests that immersive technologies improve motivation and spatial understanding, particularly in technical fields.

10. Implications for Practice

For TVL Teachers

Integrate AR gradually with selected competencies.

Provide orientation sessions for students.

Use AR for pre-laboratory simulations.

For School Administrators

* Allocate funds for shared tablets.

* Provide teacher training workshops.

* Encourage research-based innovation.

For Policy Makers

Support digital transformation in technical-vocational education.

Develop national guidelines for AR integration.

Conclusion

This case study highlights the successful integration of Augmented Reality into EIM training for TVL senior high school students. The innovation addressed resource limitations, improved conceptual understanding, enhanced practical performance, and increased learner confidence.

While challenges remain—particularly related to infrastructure and training—the results indicate that AR-enhanced vocational education is a promising approach. By combining digital visualization with hands-on practice, educators can create safer, more engaging, and more effective learning environments aligned with TESDA competency standards.

Future research may explore longitudinal impacts on actual NC II assessment performance and scalability across other technical-vocational programs.

References

Azuma, R. (1997). A survey of augmented reality. *Presence: Teleoperators and Virtual Environments*, 6(4), 355–385.

Bacca, J., Baldiris, S., Fabregat, R., Graf, S., & Kinshuk. (2014). Augmented reality trends in education: A systematic review. *Educational Technology & Society*, 17(4), 133–149.

Dunleavy, M., & Dede, C. (2014). Augmented reality teaching and learning. In *Handbook of Research on Educational Communications and Technology*. Springe

Kolb, D. A. (1984). *Experiential Learning: Experience as the Source of Learning and Development*. Prentice-Hall.

Mayer, R. E. (2009). *Multimedia Learning* (2nd ed.). Cambridge University Press.

Technical Education and Skills Development Authority (TESDA). (n.d.). Training regulations for Electrical Installation and Maintenance NC II. Government of the Philippines.

Wu, H.-K., Lee, S. W.-Y., Chang, H.-Y., & Liang, J.-C. (2013). Current status, opportunities, and challenges of augmented reality in education. *Computers & Education*, 62, 41–49.