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All Journal Journal of Social Entrepreneurship and Creative Technology
Koskinen, Jari
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Decision Sciences, Operations Research & Management

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Beyond Immersion: The Efficacy of Virtual Reality (Vr) Simulations in Developing Technical Skills for Vocational Education Erwis, Fauzi; Xiang, Yang; Koskinen, Jari
Journal of Social Entrepreneurship and Creative Technology Vol. 2 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jseact.v2i4.2677

Abstract

Traditional vocational education (VET) for complex psychomotor skills is costly, risky, and difficult to scale. While Virtual Reality (VR) is a potential solution, research has focused on “immersion,” not empirical “efficacy.” The critical gap is the unverified “transfer-of-training” from virtual simulations to real-world, physical tasks. This study aimed to empirically evaluate the efficacy of VR-only training versus traditional hands-on methods. It specifically sought to measure (1) “virtual-to-real” skill transfer, (2) long-term skill retention, and (3) training efficiency. An experimental pre-test/post-test/retention-test design was used. 80 (N=80) novice welding trainees were randomized to a VR-Only (n=40) or Traditional (n=40) group. Psychomotor skill was measured on physical equipment at baseline (T1), post-intervention (T2), and 4-week retention (T3) using an expert-validated rubric (PAR), analyzed with ANCOVA. The VR-Only group demonstrated statistically superior skill transfer on the physical post-test (T2) (p < .001, \eta_p^2 = .710). This superiority was durable, with significantly higher skill retention at the T3 follow-up (p < .001). The VR group also achieved competency 27% faster (6.4 vs 8.8 hours) and at zero consumable material cost. -fidelity VR, driven by instantaneous data-driven feedback, is a more effective, efficient, and cost-effective training modality than the traditional “gold standard” for novice psychomotor skill acquisition. This study provides robust validation for the “virtual-to-real” transfer-of-training.
Narrative Design in Serious Games: A Framework for Enhancing Player Engagement and Learning Outcomes in Educational Games Koskinen, Jari; Turner, Michael; Robinson, Sarah
Journal of Social Entrepreneurship and Creative Technology Vol. 2 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jseact.v2i6.2967

Abstract

The integration of narrative design in serious games has become a pivotal factor in enhancing player engagement and improving learning outcomes in educational games. Despite the growing use of game-based learning, the specific role of narrative elements in achieving these outcomes remains underexplored. This research aims to develop a framework for narrative design in educational games, focusing on its impact on player engagement and learning outcomes. A mixed-methods approach was employed, combining quantitative surveys to measure knowledge retention, problem-solving, and critical thinking, with qualitative interviews to explore player experiences and emotional engagement. The study involved 200 participants who were divided into two groups: one playing games with strong narrative elements and the other with minimal narrative content. The results indicate that narrative-driven games significantly enhance engagement and improve learning outcomes. Players in the narrative-heavy group demonstrated higher levels of knowledge retention (M = 4.45), problem-solving (M = 4.38), and player engagement (M = 4.60) compared to the narrative-light group (M = 3.72, M = 3.55, and M = 3.45, respectively). These findings suggest that effective narrative design is essential for maximizing the educational potential of serious games. The study provides actionable insights for game designers and educators to optimize narrative elements in educational games.
Co-Authors Erwis, Fauzi Robinson, Sarah Turner, Michael Xiang, Yang