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The integration of Virtual Reality (VR) technology in education has emerged as a transformative tool, enhancing learning experiences through immersive and interactive environments. This study assessed the experience of 317 Hospitality and Tourism Management students with VR technology, focusing on engagement, learning effectiveness, usability, skill development, immersion, accessibility, and support. The students, enrolled from first to third-year levels during the first semester of the academic year 2024–2025, used VR in Applied Business Tools and Technology and Risk Management courses. Data were collected through a validated questionnaire distributed via Google Forms and analyzed using statistical tools such as ANOVA and Spearman’s Rho. Results indicated that VR technology effectively engaged and motivated students, particularly second-year students in food and beverage courses, showcasing its potential for experiential learning. While students acknowledged VR's positive learning impact, moderate satisfaction levels suggested areas for improvement, particularly in practical skill development and knowledge retention. Significant differences in VR experience were found based on year level, but not by gender or program, highlighting the need for tailored curricula. Strong correlations among various VR experience factors emphasized a holistic approach to VR implementation. Recommendations included expanding VR integration into higher-level courses, enhancing realism, improving usability, and developing targeted curricula. Future research should explore VR’s real-world applicability and its impact on skill development.

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Integrating Virtual Reality Technology in Tourism and Hospitality Education: Student Learning Experiences and Implications

  • 会议论文

  • 发表日期：

    2026年

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  • Sevilla S. Felicen,
  • Jeninah Christia B. Pulhin,
  • Noelah Mae D. Borbon,
  • Jennie Margaret M. Apritado,
  • Alex D. Ylagan

摘要

The integration of Virtual Reality (VR) technology in education has emerged as a transformative tool, enhancing learning experiences through immersive and interactive environments. This study assessed the experience of 317 Hospitality and Tourism Management students with VR technology, focusing on engagement, learning effectiveness, usability, skill development, immersion, accessibility, and support. The students, enrolled from first to third-year levels during the first semester of the academic year 2024–2025, used VR in Applied Business Tools and Technology and Risk Management courses. Data were collected through a validated questionnaire distributed via Google Forms and analyzed using statistical tools such as ANOVA and Spearman’s Rho. Results indicated that VR technology effectively engaged and motivated students, particularly second-year students in food and beverage courses, showcasing its potential for experiential learning. While students acknowledged VR's positive learning impact, moderate satisfaction levels suggested areas for improvement, particularly in practical skill development and knowledge retention. Significant differences in VR experience were found based on year level, but not by gender or program, highlighting the need for tailored curricula. Strong correlations among various VR experience factors emphasized a holistic approach to VR implementation. Recommendations included expanding VR integration into higher-level courses, enhancing realism, improving usability, and developing targeted curricula. Future research should explore VR’s real-world applicability and its impact on skill development.