An Empirical Assessment of Knowledge Retention Rates Comparing Virtual Reality Versus Physical Training Systems for Hybrid Powertrain Diagnostics Education in Rivers State Polytechnics, Nigeria

Abstract

This study investigates the efficacy of virtual reality (VR) training systems compared to traditional physical training methods for automotive technicians specializing in hybrid powertrain diagnostics within Rivers State polytechnics, Nigeria. Utilizing a randomized controlled experiment with 142 participants across six technical training institutions in Rivers State, we measured knowledge retention at intervals of one week, one month, and three months post-training. Results indicate that VR-trained technicians demonstrated 18.7% higher knowledge retention at the three-month mark compared to those trained on physical systems, with particular advantages noted in complex diagnostic scenarios requiring spatial understanding. The study also revealed significant cost efficiencies of VR implementation despite initial investment requirements, a finding particularly relevant for resource-constrained polytechnics in Rivers State. These results suggest that VR training represents a viable and potentially superior alternative to traditional physical training systems for technical education in hybrid vehicle technologies within the Nigerian polytechnic context, with implications for automotive education curricula, professional development programs, and technology adoption strategies in developing technical education markets.