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IJRVET International Journal for Research in Vocational Education and Training IJRVET International Journal for Research in Vocational Education and Training Yearbook 2018 Editors Michael Gessler (Germany), Karen Evans (United Kingdom), Johanna Lasonen (USA), Margaret Malloch (Australia) and Martin Mulder (Netherlands) How to Cite Gessler, M., Evans, K., Lasonen, J., Malloch, M., & Mulder, M. (Eds.). (2019). IJRVET International Journal of Research in Vocational Education and Training: Yearbook 2018. Bremen, Germany: University of Bremen. IJRVET Editorial Office University of Bremen Institute Technology and Education (ITB) Am Fallturm 1, 28359 Bremen, Germany IJRVET Publisher VETNET European Research Network in Vocational Education and Training, a network of EERA European Educational Research Association IRNVET International Research Network in Vocational Education and Training, a network of WERA World Education Research Association CINTERFOR Centro Interamericano para el Desarrollo del Conocimiento en la Formación Profesional, a technical service of ILO International Labour Organization Print Kindle Direct Publishing (KDP) an Amazon.com Company ISBN-13: 978-1793239761 ISSN: 2197-8638 (Print) ISSN: 2197-8646 (Online) Acknowledgement We thank Franz Kaiser (University of Rostock, Germany) and Susann Krugmann (University of Rostock, Germany) for editing the Special Issue “Social Dimensions and Participation in Vocational Education and Training” (Vol 5, No 3, 2018). We also would like to thank the reviewers for their assessments and suggestions to improve the quality of the articles. Last but not least we thank Larissa Holle and Susanne Peters for managing the IJRVET Editorial Office and ensuring the process quality. CONTENTS Effects of Augmented Reality on Student Achievement and 1 Self-Efficacy in Vocational Education and Training Mustafa Sirakaya, Ebru Kilic Cakmak The State-of-the-Art of Collaborative Technologies for 19 Initial Vocational Education: A Systematic Literature Review Beat A. Schwendimann, Bram De Wever, Raija Hämäläinen, Alberto A. P. Cattaneo Vocational Teaching - Learning through the 42 Eyes of Undergraduate Vocational Students in Malta: A Qualitative Exploratory Study Alison Said Who is Going to Build the Wall? 64 A Building Trades Crisis in the U.S.A. Ian Toppin Book Review: 77 Internationalization in Vocational Education and Training Marco Perini, Pekka Kämäräinen The Prediction of Professional Success in Apprenticeship: 82 The Role of Cognitive and Non-Cognitive Abilities, of Interests and Personality Jennifer Diedrich, Aljoscha C. Neubauer, Anna Ortner Decision-Making Processes Among Potential Dropouts in 111 Vocational Education and Training and Adult Learning Vibe Aarkrog, Bjarne Wahlgren, Christian Hougaard Larsen, Kristina Mariager-Anderson, Susanne Gottlieb Critical Practice Study of Nursing Evaluated by Teachers 130 Jessica B Shearer, Johanna Lasonen Factors Influencing the Value of CPD Activities Among VET 140 Teachers Per Andersson, Mattias Hellgren, Susanne Köpsén Book Review: 165 History of Vocational Education and Training in Europe Ruhi Tyson Social Dimensions and Participation in Vocational Education and 172 Training – An Introduction in the Special Issue Franz Kaiser, Susann Krugmann Crossing Boundaries: VET, the Labour Market and Social Justice 178 James Avis Theme Centered Interaction in Critical Vocational Teacher 191 Education – An Introduction Into an Ethical Founded Method and Model to Strengthen Self-reflexive Autonomy and Socially Responsible Action Franz Kaiser The ‘Future of Employment’ on the Shop Floor: Why Production 208 Jobs are Less Susceptible to Computerization than Assumed Sabine Pfeiffer Professional Desires and Career Decisions: Effects of 226 Professional Interests, Role Models, and Internship in Lower Secondary School Markus P. Neuenschwander, Jan Hofmann, Andreas Jüttler, Stephan Schumann “The Force that Keeps you Going”: Enthusiasm in 244 Vocational Education and Training (VET) Teachers’ Work Sanna Wenström, Satu Uusiautti, Kaarina Määttä Higher Education in Switzerland: 264 Predictors of Becoming Engaged in Higher Vocational or Higher Academic Education – The Role of Workplace Factors Christof Nägele, Markus P. Neuenschwander, Patsawee Rodcharoen Staying in the Loop: Formal Feedback Mechanisms Connecting 285 Vocational Training to the World of Work in Europe Jörg Markowitsch, Günter Hefler The Experiences of Learners with Disabilities in 307 Mainstream Vocational Training in Nepal Eka Raj Adhikari Book Review: 328 Collective Skill Formation in Liberal Market Economies? The Politics of Training Reforms in Australia, Ireland and the United Kingdom Fabienne-Agnes Baumann International Journal for Research in Vocational Education and Training (IJRVET) Vol. 5, Issue 1, April 2018, 1-18 DOI: 10.13152/IJRVET.5.1.1 Effects of Augmented Reality on Student Achievement and Self-Efficacy in Vocational Education and Training Mustafa Sirakaya∗1 and Ebru Kilic Cakmak2 1Ahi Evran University, Vocational School of Technical Sciences, 40100, Kirsehir, Turkey 2Gazi University, Faculty of Education, 06500, Ankara, Turkey Received: 01.05.2017; Accepted: 10.01.2018; Published: 26.04.2018 Abstract: This study aimed to test the impact of augmented reality (AR) use on student achievement and self-efficacy in vocational education and training. For this pur- pose, a marker-based AR application, called HardwareAR, was developed. HardwareAR provides information about characteristics of hardware components, ports and assembly. The research design was quasi experimental with pre-test post-test that included a control group. The study was conducted with 46 undergraduate students in the Com- puter Hardware Course. Computer hardware course achievement test, motherboard assembly self-efficacy questionnaire and unstructured observation form were used in the study for data collection purposes. The control group learned the theoretical and applied information about motherboard assembly by using their textbooks (print material) while students in the experimental group used HardwareAR application for the same purpose. It was found that the use of AR had a positive impact on student achievement in motherboard assembly whereas it had no impact on students self-efficacy related to theoretical knowledge and assembly skills. On the other hand, use of AR helped learners to complete the assembly process in a shorter time with less support. It is concluded that compared to control group students, experimental group students were more successful in computer hardware courses. This result shows that AR appli- cation can be effective in increasing achievement. It was concluded that AR application had no effect on students motherboard assembly theoretical knowledge self-efficacy and motherboard assembly skills self-efficacy. This result may have been affected from the fact that students had high levels of theoretical knowledge and assembly skills before the implementation. Observations showed that AR application enabled students to as- semble motherboard in a shorter time with less support. It is thought that simultaneous ∗ Corresponding author: [email protected] ISSN: 2197-8646 http://www.ijrvet.net 2 Sirakaya, Kilic Cakmak interaction between virtual objects and real world provided by the AR application is effective in reducing assembly time. The students who were able to see the process steps and instructions directly with the help of HardwareAR application could complete the assembly by getting less help. Considering these results, it can be argued that, thanks to simultaneous interaction it provides, AR offers an important alternative for topics that need learner application and practice. Keywords: VET, Vocational Education and Training, Vocational School, Computer Assisted Instruction, Augmented Reality, Motherboard Assembly 1 Introduction AR is described as a technology that integrates real images with virtual objects simul- taneously (Azuma, 1997; Caudell & Mizell, 1992). In more extensive definitions, AR is defined as enhanced visualization of real images by adding virtual objects such as texts, photos, audio, animations, videos and 3-dimensional models (Delello, 2014; Perez-Lopez & Contero, 2013; Pylv¨as& Nokelainen, 2017). In this sense, AR provides a real and live environment. With the enhancement it offers, AR ensures that users reach more information than their sensory organs allow (Sirakaya, 2016). Although AR has been used in other fields for a long time, it is observed that stud- ies on the utility and potential of AR in educational environments have been recently launched (Wu et al., 2013). In addition to ease of its use; the pedagogical advan- tages AR offers has drawn attention to its use in education in a short time. Previous studies list the benefits provided by AR use in educational environments. It is known that while use of AR draws student interest and attention on lessons, it also increases their motivation (Delello, 2014; Perez-Lopez & Contero, 2013; Tomi & Rambli, 2013). Besides; environments that cannot be generated in real world conditions because of var- ious impracticalities (Shelton & Hedley, 2002; Yuen et al., 2011) can be safely created and dangerous experiments (Wojciechowski & Cellary, 2013) can be safely conducted in teaching with the use of AR. Besides these features, AR has advantages such as provid- ing student centred learning (Delello, 2014) and learning by doing (Singhal et al., 2012; Wojciechowski & Cellary, 2013). These advantages give insights about its use in applied education. In particular, the ability to provide presentation of virtual objects such as 3D
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