<![CDATA[Hands-on sensory and transducer instruction in mechatronics vocational education often faces critical bottlenecks, including high hardware costs, component susceptibility to operational damage, and restricted physical laboratory hours. While virtual simulation tools have emerged as potential solutions, existing digital instructional media frequently lack structured pedagogical frameworks, functioning merely as digitized static manuals. This study evaluates the pedagogical efficacy, content validity, and user engagement of a novel interactive E-Module integrated with the Wokwi web-based simulator for higher education sensors and transducer practical courses. Utilizing a Research and Development (R&D) design grounded in the 4D model (Define, Design, Develop, Disseminate)—scoped to the Develop phase—and Tessmer's formative evaluation framework, the instructional media was systematically constructed and refined. Content validity was evaluated by an expert panel using Aiken’s Content Validity Index (V), yielding high content validity (V = 0.94 for material completeness; V = 0.91 for media usability). Formative testing across iterative phases—one-to-one evaluation (N=6), small-group trial (N=15), and field evaluation (N=25)—demonstrated significant progressive increases in student perceptual engagement and technical usability (mean scores rising from 78.05% to 89.57%). Quantitative synthesis confirms that integrating real-time Wokwi code execution bridges the gap between abstract circuit logic and physical sensor responses, substantially decreasing student cognitive load during micro-programming tasks. Limitations regarding the absence of haptic physical calibration and signal noise in pure virtual environments are critically acknowledged, offering clear empirical directions for blended laboratory implementation.]]>
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