The effects of blended learning on the car detailing skills of students with intellectual disabilities

Abstract

Virtual Reality (VR) holds promise in vocational education and benefits individuals with disabilities. This study aims to assess the effectiveness of a blended learning approach using VR and traditional instruction in teaching car detailing skills to students with intellectual disabilities (ID). This study utilized a group comparison research design, employing a pre- and posttest approach. The participants consisted of 21 students with ID. The blended learning group received the regular school-based course (4 hours/week) and additional VR sessions, while the traditional learning group only received the regular school-based course. Both the blended learning group and the traditional learning group completed assessments before and after the intervention. The results indicated that the blended learning group students demonstrated significant improvement from the pretest to the posttest, while the traditional learning group students did not. In conclusion, the findings suggest that blended learning was more effective in terms of enhancing understanding of the car washing sequence than the traditional learning.

Keywords

• blended learning
• individuals with intellectual disabilities
• car detailing skills