Ecuador’s Technical Institutes Harness VR to Accelerate Auto-Mechanics Learning

In a groundbreaking initiative aimed at reshaping vocational education in Ecuador, the World Bank, Cotopaxi Technical and Technological Institute (TTI), and South Korea’s Namseoul University have come together to test the effectiveness of Mixed Reality (MR) technology in auto-mechanics training. The study was implemented across five top-performing public TTIs and evaluated through a randomized controlled trial. At its core, the project leverages virtual and augmented reality tools to address a key constraint facing technical education in developing countries, the lack of accessible, high-quality practical training infrastructure.

Bridging the Skills Gap with Immersive Technology

In many low- and middle-income nations, traditional laboratory setups required for technical instruction are often costly, difficult to maintain, and unable to keep pace with technological advances. To overcome these challenges, the project introduced fully equipped MR laboratories into five selected TTIs: Cotopaxi, Loja, Tungurahua, Luis Arboleda Martinez, and Luis Rogelio González. These institutes were chosen based on infrastructure, faculty readiness, and administrative commitment. The laboratories included zSpace interactive 3D workstations, AR-enabled tablets, and a custom-built curriculum of nine modules covering the internal combustion engine. Each lab could serve up to 35 students and offered a range of hands-on learning simulations that mimicked real-world engine components and mechanical systems.

Developed collaboratively by faculty from Cotopaxi TTI and VR experts at Namseoul University, the curriculum was embedded into Ecuador’s approved technical education framework. The modules guided students through increasingly complex content, from identifying engine parts to virtually assembling and disassembling entire systems. Crucially, the training required no change to the national curriculum and fit seamlessly into the existing instructional time structure, which includes classroom instruction, lab work, and independent group projects.

A Shift in the Teaching Paradigm

The introduction of Mixed Reality transformed not only what students learned, but also how they learned. The program embraced a constructivist pedagogy that shifted the teacher’s role from knowledge provider to learning facilitator. Students rotated through lab stations, engaging with the zSpace system, solving technical problems using AR apps, and testing each other’s knowledge via touch-based flashcard games. This active learning approach emphasized teamwork, exploration, and critical thinking.

Teachers received dedicated training before the rollout, ensuring that they could effectively integrate the technology into their lesson plans. The MR experience was designed to be intuitive, but still required instructional scaffolding to maximize its educational value. A 60-minute orientation session was provided to students to familiarize them with the equipment and software before beginning the formal modules. The immersive design aimed to strengthen students’ cognitive skills while also enhancing their self-confidence, motivation, and problem-solving abilities.

Evidence of Impact from Rigorous Evaluation

To rigorously assess the outcomes of the intervention, researchers conducted a randomized controlled trial involving 416 students across two academic semesters. The participants were split into two groups: 11 class groups used the MR lab (treatment), while 9 followed the traditional curriculum (control). Both groups completed a 48-question cognitive test at the beginning and end of the semester, covering a range of skills from basic recall to application and analysis.

The results were remarkable. Students in the MR treatment group scored 0.37 standard deviation higher on average than those in the control group, a statistically significant improvement. This effect size mirrors those reported in studies of similar interventions in high-income countries, signaling that immersive technology can deliver powerful learning gains even in resource-constrained environments. Beyond test scores, the research also explored how the intervention impacted student motivation and engagement. Using adapted surveys, students in the treatment group reported higher levels of interest in learning, confidence in mastering skills, and active participation in class activities.

User Experience: Promising Yet Not Without Challenges

Feedback on the usability of the technology was overwhelmingly positive. Over 80 percent of students said they found the tools easy to use, with functions that were well integrated and intuitive. Students expressed confidence in navigating both the zSpace desktop system and the tablet interfaces. However, not all feedback was rosy; about 27 percent of students reported discomfort using zSpace, and 34 percent said the tablets were somewhat awkward. These results suggest that while MR technologies are generally accessible, successful implementation also depends on ongoing support from instructors and efforts to improve students’ digital literacy.

Another key takeaway was the importance of teacher readiness. Teachers not only had to adapt to new classroom dynamics but also played a critical role in helping students overcome technological anxieties. Their ability to integrate MR content into existing lesson structures without disruption was essential to the program’s success.

A Vision for Scalable and Sustainable Innovation

Though the intervention carried a high initial cost, approximately $769,000 for software, hardware, training, and technical support, the projected per-student cost of just $205 over five years makes it competitive with traditional lab setups. In fact, the cost of equipping a traditional mechanics lab with physical engines would be nearly equivalent. However, unlike fixed equipment, the MR lab can be updated with new software and adapted for other technical programs such as welding or electronics, offering far greater flexibility and long-term sustainability.

Ultimately, the study not only demonstrated the power of immersive learning to enhance technical education outcomes in Ecuador but also offered a replicable model for other developing countries. Success hinges on selecting institutions with adequate infrastructure, preparing instructors thoroughly, and integrating new technologies into the curriculum with pedagogical intent. While barriers to scale still exist, this project provides a hopeful blueprint for how innovation, when strategically deployed, can bridge the global skills gap and prepare students for the demands of the modern workforce.