世界银行-加速厄瓜多尔技术学院的学习：使用混合现实教学汽车力学的影响（英）

Policy Research Working Paper11146Accelerating Learning in Ecuador’s Technical InstitutesThe Impact of Using Mixed Reality to Teach Auto-Mechanics Diego F. Angel-Urdinola Marjorie Chinen Education Global DepartmentJune 2025 Public Disclosure AuthorizedPublic Disclosure AuthorizedPublic Disclosure AuthorizedPublic Disclosure AuthorizedProduced by the Research Support TeamAbstractThe Policy Research Working Paper Series disseminates the findings of work in progress to encourage the exchange of ideas about development issues. An objective of the series is to get the findings out quickly, even if the presentations are less than fully polished. The papers carry the names of the authors and should be cited accordingly. The findings, interpretations, and conclusions expressed in this paper are entirely those of the authors. They do not necessarily represent the views of the International Bank for Reconstruction and Development/World Bank and its affiliated organizations, or those of the Executive Directors of the World Bank or the governments they represent.Policy Research Working Paper 11146This study evaluates the impact of incorporating mixed real-ity—including both augmented and virtual reality—into auto-mechanics training for students enrolled in selected public technical technological institutes in Ecuador. The intervention aims to enhance students’ understanding of automotive mechanics by teaching the fundamental princi-ples of internal combustion engine operation through nine competency-based learning modules delivered over one aca-demic semester. The study employed a stratified randomized controlled trial at the class level, assigning auto-mechanic classes within each institute to either the mixed reality–enhanced training laboratory (treatment) or the standard curriculum (control). To measure learning outcomes, stu-dents completed pre- and post-intervention cognitive tests, complemented by student surveys assessing technology usability, motivation, and engagement. This comprehen-sive approach enabled the study to quantify the effects of the training on student learning and identify mechanisms through which learning occurred. The results indicate that students exposed to mixed reality–based instruction scored, on average, 0.37 standard deviation higher on post-tests than those in the control group—a statistically significant effect at the 1 percent level. These findings are consistent with effect sizes observed in training programs aimed at college students in high-income countries. The evidence also points to increased engagement and motivation as key channels through which mixed reality enhanced learning, underscoring the potential of immersive technologies to improve vocational training outcomes in low- and mid-dle-income settings.This paper is a product of the Education Global Department. It is part of a larger effort by the World Bank to provide open access to its research and make a contribution to development policy discussions around t