ABSTRACT
This study examined the effectiveness of using virtual simulation in teaching practical
competencies within the dual training program for mechatronics technicians at Kiambu
National Polytechnic, Kenya. Guided by David Kolb’s Experiential Learning Theory, the
study employed a convergent mixed-methods case study design to gather both quantitative
and qualitative data. Quantitative data were collected using structured questionnaires and
an analysis of test scores, while qualitative data were gathered through semi-structured
interviews, focus group discussions, and classroom observations.
The findings revealed that virtual simulation significantly enhances students’ practical
competencies by providing realistic, interactive environments that supplement limited
physical infrastructure. However, the study also identified challenges including inadequate
computer hardware, limited internet connectivity, insufficient technical support, and a need
for more extensive training for both students and trainers. Despite these challenges, both
trainers and students reported positive perceptions of the simulation tools, noting
improvements in conceptual understanding, confidence, and readiness for real industrial
tasks.
The study concludes that when effectively integrated, virtual simulation complements
hands-on training and fully supports all stages of Kolb’s Experiential Learning Cycle:
concrete experience, reflective observation, abstract conceptualization, and active
experimentation. It is recommended that policymakers, TVET institutions, and industry
partners invest in upgrading infrastructure, building staff capacity, and developing
collaborative strategies to expand the use of virtual simulation for broader scalability and
sustainability in Kenya’s TVET sector.
CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction
This chapter reviews theoretical and empirical literature relevant to the study on the use of
virtual simulation in teaching practical competencies within a dual training context for
mechatronics technicians. The review is structured around key themes: the theoretical
framework, concepts of dual training and virtual simulation, infrastructure and
implementation challenges, factors influencing simulation effectiveness, and scalability
issues. The chapter concludes with a synthesis of gaps that justify the current study.
2.2 Theoretical Framework
The study is guided by David Kolb’s Experiential Learning Theory (ELT). According to Kolb
(1984), learning is a continuous process grounded in experience and involves four cyclical
stages: Concrete Experience (CE), Reflective Observation (RO), Abstract Conceptualization
(AC), and Active Experimentation (AE). Virtual simulation aligns with this cycle by
providing learners with authentic scenarios (CE), opportunities for review (RO), links to
theory (AC), and safe practice for real-world application (AE). Other relevant perspectives
include Dewey’s learning by doing and Vygotsky’s social constructivism, which emphasize
active participation and interaction.
2.3 Dual Training in Mechatronics
Dual training combines classroom-based theoretical instruction with industry-based
practical exposure (GIZ, 2021). In Kenya, the Competency-Based Education and Training
(CBET) model promotes partnerships between TVET institutions and industries. However,
challenges such as limited industrial placements and equipment constraints often hinder
hands-on practice, creating a need for alternative methods like simulation.
2.4 Virtual Simulation in TVET
Virtual simulation refers to computer-based tools that replicate real-world scenarios for
practical training (Alkass, 2020). Globally, virtual simulation has been applied successfully
in engineering, health sciences, and technical education. It enables students to practice
complex tasks repeatedly in a safe environment, mitigating risks and resource constraints.
Studies by Mwangi (2019) and Njoroge (2021) show that virtual simulation enhances
students’ engagement, understanding, and skill acquisition. However, adoption in Kenyan
TVET remains limited and fragmented.
2.5 Infrastructure and Implementation Challenges
Effective implementation of virtual simulation requires adequate infrastructure —
computers, software, stable internet, and technical support (Wanyonyi, 2020). Studies in
developing contexts highlight challenges such as outdated equipment, unreliable power
supply, insufficient ICT support, and lack of trained personnel. At Kiambu National
Polytechnic, physical workshops and labs face constraints due to increasing enrolment,
making simulation a potential solution to ease congestion and resource strain.
2.6 Effectiveness of Virtual Simulation for Practical Competencies
Empirical studies indicate that virtual simulation positively impacts skill development when
integrated with traditional training (Chepkwony, 2022). Simulation improves learners’
confidence, problem-solving abilities, and mastery of tasks. However, its effectiveness
depends on factors such as user training, instructional design, curriculum alignment, and
instructor support.
2.7 Scalability and Sustainability
Scalability involves expanding successful innovations to broader contexts. For virtual
simulation, scalability hinges on policy support, funding, curriculum integration, and
capacity building (TVETA, 2022). Barriers include high initial costs and resistance to change
among staff and learners.
2.8 Research Gaps
The review reveals a lack of localized studies examining the practical effectiveness of virtual
simulation within Kenya’s dual training model for mechatronics. There is limited empirical
evidence linking simulation use to Kolb’s learning cycle in this context. Moreover, few
studies have addressed infrastructure adequacy, implementation challenges, and the
feasibility of scaling up virtual simulation within TVET institutions.
2.9 Summary
This chapter has discussed relevant theories, concepts, and empirical evidence on virtual
simulation and dual training. The review highlights critical factors that influence the success
of simulation-based training, including infrastructure, challenges, and scalability. The
identified gaps justify this study’s focus on evaluating the effectiveness of virtual simulation
at Kiambu National Polytechnic to inform evidence-based improvements in Kenya’s TVET
sector.
