The Effect of Virtual Warehouse Simulation Video-Based Learning on Students' Learning Motivation and Learning Outcomes
DOI:
10.29303/jppipa.v12i9.15728Published:
2026-09-30Downloads
Abstract
The rapid advancement of digital technology has transformed the logistics and warehousing industry, requiring vocational education to provide contextual learning experiences that support students’ competencies. However, warehousing instruction often faces challenges related to limited contextual learning media, which may affect students’ motivation and understanding of warehouse procedures. This study aimed to examine the effect of virtual warehouse simulation video-based learning on students’ learning motivation and learning outcomes in the Warehousing subject. This study employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. The participants were 64 eleventh-grade Logistics Engineering students divided into experimental and control groups. Data were collected using a learning motivation questionnaire and a learning outcomes test and analyzed using MANOVA followed by univariate tests. The experimental group’s learning outcomes increased from a mean of 72.69 to 87.94, while learning motivation increased from 73.34 to 85.97. The MANOVA results showed a significant multivariate effect based on Wilks’ Lambda = 0.22, F(2, 61) = 105.79, p < 0.001. Follow-up tests showed significant effects on learning motivation, F(1, 62) = 10.32, p = 0.002, and learning outcomes, F(1, 62) = 184.25, p < 0.001. These findings indicate that virtual warehouse simulation video-based learning can support students’ motivation and learning outcomes in vocational warehousing education
Keywords:
Learning motivation Learning outcomes Simulation-based learning Virtual warehouse Vocational educationReferences
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