Enhancing Automotive Repair Competencies through Augmented Reality: An Empirical Evaluation of Efficacy in Vocational Training

The rapid integration of complex electronic and mechanical systems in modern vehicles has rendered traditional instructional methods in Technical and Vocational Education and Training (TVET) increasingly inadequate. Augmented Reality (AR) has emerged as a transformative pedagogical tool capable of bridging the gap between theoretical knowledge and practical application. This study evaluates the efficacy of AR interventions in vocational training for automotive repair. Using a quasi-experimental mixed-methods design, 120 vocational students were divided into a control group utilizing traditional 2D service manuals and an experimental group utilizing wearable AR headsets (Microsoft HoloLens 2) providing 3D holographic overlays and real-time guidance. Participants were evaluated on a complex procedural task: diagnosing and repairing a front-wheel-drive powertrain. Quantitative results indicate that the AR-assisted group demonstrated a significantly higher procedural accuracy rate and a 24% reduction in task completion time compared to the control group. Furthermore, cognitive load assessments utilizing the NASA-TLX scale revealed a reduction in extraneous cognitive load among AR users. Qualitative feedback highlighted enhanced learner motivation and spatial understanding, though limitations regarding hardware fatigue and initial deployment costs were noted. The findings suggest that AR is a highly efficacious tool for procedural skill acquisition in automotive vocational training. This paper provides actionable insights for curriculum designers and aligns with the technology and education tracks of ICCMETS 2026.