he Digital Business Program at BINUS University International proudly celebrates the latest research achievement of Dr. Satrio Pradono Suryodiningrat, who, together with Harjanto Prabowo, Arief Ramadhan, and Harry Budi Santoso, has published a research article in the Online Learning Journal. The paper, titled “Mixed Reality System for Automotive Vocational School: Academic Performance and Experience Assessment,” appears in Volume 30, Issue 1 (March 2026).

The study explores how Mixed Reality (MR) technology, powered by devices such as Microsoft HoloLens, can transform automotive vocational education by creating immersive and interactive learning experiences. While MR has gained attention in K to 12 education, its application in vocational schools remains limited despite its potential to better prepare students for Industry 5.0 and modern workplace demands.

To evaluate the effectiveness of MR, the research employed a quasi experimental pre test and post test design involving 42 students and 9 teachers from four vocational high schools in Indonesia. Students in the experimental group learned automotive concepts using a Mixed Reality application that allowed them to interact with three dimensional models of a Yamaha YZR Superbike engine through Microsoft HoloLens. Meanwhile, the control group received conventional classroom instruction using PowerPoint presentations. The study also introduced the SPRADO assessment tool, a framework developed to evaluate user experiences across six dimensions, including usability, system functionality, pedagogical alignment, realism, accessibility, and user satisfaction.

The findings demonstrate that students who learned with Mixed Reality achieved significantly greater improvements in academic performance than those taught using traditional methods. Beyond improved test scores, both teachers and students reported positive experiences with the MR environment. Teachers highlighted its effectiveness in improving visualization, supporting practical learning, and creating engaging classroom experiences, while students found the technology enjoyable, immersive, and motivating, helping them strengthen both cognitive understanding and practical skills.

The research also validated the reliability of the SPRADO assessment tool, demonstrating high internal consistency from both teacher and student evaluations. These findings support SPRADO as a dependable instrument for evaluating Mixed Reality learning systems in educational environments.

This publication contributes to the growing body of research on immersive technologies in education and demonstrates how Mixed Reality can bridge the gap between theory and hands on practice in vocational learning. The findings provide valuable insights for educators, researchers, and policymakers seeking innovative approaches to improve technical education and prepare graduates for the rapidly evolving digital economy.

The Digital Business Program congratulates Dr. Satrio Pradono Suryodiningrat and his co authors on this significant international publication. Their work reflects the program’s commitment to advancing research that combines emerging technologies with innovative teaching and learning practices.

Click here to view Dr. Satrio Pradono Suryodiningrat’s Google Scholar profile.