Development of a Prototype Virtual Reality Teaching Platform for Vocational Training Centers in Uganda – a Case Study of Automotive Engineering at St Simon Peters Vti Hoima

Abstract

Vocational education plays a critical role in Uganda’s socio-economic development by equipping learners with practical skills for employability. However, many vocational training institutions, particularly in mechanical disciplines such as motor vehicle mechanics, face persistent challenges including limited workshop tools, outdated equipment, and overcrowded training environments. This study explores the development, implementation, and evaluation of a Virtual Reality (VR)-based teaching platform designed to address these challenges by simulating automotive procedures in an immersive, interactive environment. Guided by the Design Science Research (DSR) methodology and grounded in Experiential Learning Theory (ELT) and the Technology Acceptance Model (TAM), the research involved designing a VR prototype using 3D Studio Max and Unreal Engine. The system was piloted at St. Simon Peter’s Vocational Training Centre in Hoima, Uganda. To evaluate the prototype, data were collected from 30 participants including trainees, instructors, and support staff through questionnaires, focus group discussions, and observations. Findings revealed that over 90% of students found the VR system engaging and educationally useful, while instructors noted improved learner attentiveness and performance. Despite challenges such as limited VR hardware and initial staff resistance, the platform demonstrated significant potential to enhance vocational training. The study concludes that VR can be a scalable and cost-effective tool to supplement hands-on training in resource-constrained environments. Recommendations include integrating VR into national TVET curricula, enhancing instructor capacity, and localizing VR content to fit Uganda’s automotive training needs.