Students’ Emotion in Utilising Virtual Reality Power System Equipment Competencies Training Using AEQ

Abstract

The emotional aspect plays an important role in ensuring the effectiveness of learning. It depends on the students' learning experience of the instructional materials produced to deliver the learning content. Learning using slides and videos is no longer relevant nowadays, especially when dealing with students who are from Z Generation. The inappropriate instructional materials have the potential to negatively impact student learning and enhance the students' emotions. In this study, students’ emotions in utilizing Virtual Reality Power System Equipment Competencies training were identified using the Achievement Emotions Questionnaire (AEQ). The AEQ was distributed to 30 students of the Department of Electrical Engineering, Politeknik Sultan Azlan Shah after they went through a training-based learning session. It contains positive items such as enjoyment, hope, and pride; and negative items such as anger, anxiety, shame, hopelessness, and boredom. IBM SPPS Statistics Version 26 software was used to analyze the collected data. The results found that students felt enjoy, confident, and proud of themselves during the training sessions using Virtual Reality (VR). They also agreed that this training session did not make them feel angry, worried, embarrassed, resigned, and bored. The positive emotions can help students increase their desire to learn as well as engage in VR-style training sessions. Details for negative emotions still need to be clarified especially from the aspect of anxiety when handling learning materials. Finally, future research should focus on the relationship between emotions and student achievement of virtual reality-assisted learning.