Evaluation of the Role of Virtual Reality in Enhancing Hands-On Training in Technical Colleges in Maiduguri, Borno State
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- NGN 5000
Background of the Study
Virtual Reality (VR) technology is revolutionizing educational practices by creating immersive, interactive learning environments. In technical colleges in Maiduguri, Borno State, hands-on training is essential for developing practical skills in trades and technical disciplines. Traditional training methods, which often rely on physical workshops and static demonstrations, face limitations in simulating real-world scenarios. VR provides an innovative solution by enabling students to interact with realistic, 3D models of equipment and simulated work environments, thereby enhancing experiential learning (Abdullahi, 2023). The integration of VR into technical education allows for repeated practice in a risk-free setting, reducing the chances of costly errors and accidents during actual operations. Furthermore, VR environments offer dynamic feedback and interactive problem-solving opportunities that significantly improve skill acquisition and retention (Nwankwo, 2024). This study aims to evaluate the role of VR in enhancing hands-on training, with a focus on its effectiveness in bridging the gap between theoretical knowledge and practical application. By creating virtual replicas of technical scenarios, VR can cater to diverse learning styles and provide a more engaging and effective training experience. In addition, VR systems are adaptable and can be updated to reflect new industry standards and technological advancements, ensuring that the training remains relevant over time (Suleiman, 2025). The research will analyze the impact of VR-based training on student performance, confidence, and safety awareness, contributing to a comprehensive understanding of its potential to transform technical education in Maiduguri.
Statement of the Problem
Technical colleges in Maiduguri currently rely on traditional, hands-on training methods that are limited by physical constraints, safety risks, and resource availability. The conventional approach often fails to provide students with sufficient practical exposure, resulting in a disconnect between theoretical instruction and real-world application. This gap in training leads to suboptimal skill acquisition and increased vulnerability to workplace hazards once students transition to industrial environments (Ibrahim, 2023). Moreover, traditional training setups are resource-intensive and may not accommodate the varying pace at which students learn complex technical skills. Although virtual reality offers promising solutions, its integration into technical education has been slow due to high initial costs, technical complexities, and resistance to adopting new methodologies. The absence of standardized VR-based training models further complicates the adoption process. This study addresses these issues by evaluating whether VR can offer a more immersive, interactive, and safe training environment that enhances hands-on skills development. It will explore the effectiveness of VR in simulating technical tasks, providing immediate feedback, and reducing training-related accidents. The investigation will also examine the challenges faced by institutions in implementing VR and propose strategies to overcome these barriers (Okoro, 2024). By focusing on the practical implications of VR in technical education, the study seeks to establish whether this technology can substantially improve training outcomes and better prepare students for the demands of the modern industrial workplace.
Objectives of the Study:
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To evaluate the impact of VR on enhancing hands-on technical skills in training.
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To assess the effectiveness of VR simulations in reducing training-related accidents.
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To identify challenges and recommend strategies for integrating VR into technical college curricula.
Research Questions:
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How does VR-based training improve practical skill acquisition compared to traditional methods?
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What role does VR play in enhancing safety awareness during technical training?
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What are the barriers to adopting VR in technical colleges, and how can they be mitigated?
Significance of the Study
This study is significant as it investigates the transformative potential of VR in technical education, aiming to improve practical skills, safety, and overall training efficiency in Maiduguri. The findings will offer actionable insights for educators and policymakers seeking to integrate advanced technologies into curricula, ultimately enhancing workforce readiness and reducing industrial accidents (Umar, 2024).
Scope and Limitations of the Study:
The study is limited to evaluating VR applications in hands-on training within technical colleges in Maiduguri, Borno State. It does not extend to other educational institutions or subject areas and is subject to the availability of VR infrastructure.
Definitions of Terms:
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Virtual Reality (VR): A computer-generated simulation that creates an immersive, interactive environment for users.
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Hands-On Training: Practical instruction aimed at developing skills through direct experience and application.
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Simulation: The replication of real-world processes or systems in a virtual environment for educational purposes.
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