By better understanding the difference between pedagogy and andragogy, now we can unpack how these two technologies can potentially advance the typical pedagogy approach for high school students, into an andragogy style of education and learning. One thing in common between the two technologies is the detail and depth the visual content can communicate. This detail, even though it’s proven to explain more in terms of communication, it’s not seen to be dictated or lectured by the teacher, allowing the student or learner to self-interpret their understanding of the content rather than being explained. The process of working from an image or animation subjectively creates independent learning and this independent learning is the beginning or the foresight of andragogy. This leaves students to their own devices for learning, self-education, and growth. To finalise the prediction, how do we test or prove this assumption made in the original statement?

To test or prove this assumption in the context of teaching VET subjects, advanced visualisation and gaming technologies could be trialled into a VET-subject learning space and be immediately transferrable into the workplace (Candido et al., 2022). To do this, choosing a theory or practical unit of competency and creating a video game or visualising the end goal, project or learning requirement allows the chance to collect data or judge students engagement, successful completion, end artifacts, test results and final submissions.