Abstract

This study examines the effectiveness of a virtual reality (VR) application as a learning tool in higher hospitality education, focusing on declarative knowledge acquisition and test-based learning outcomes. Conducted as a classroom-based pilot study, it involved a census of undergraduate students enrolled in a restaurant management course (N = 28) and compared VR-supported learning with traditional instruction using printed materials. Declarative knowledge acquisition was assessed using identical multiple-choice pre- and post-tests. Results showed that scores improved across all students. A statistically significant time × group interaction indicated that the two groups improved at different rates over time. Students who learned using printed materials demonstrated greater improvement than those who used the VR application. The findings suggest that, in its implementation, the VR application did not demonstrate superior test-based knowledge outcomes compared to traditional learning. One possible explanation lies in the type of knowledge assessed: the test focused on declarative and recognition-based knowledge, whereas VR may be more effective for procedural and experience-based learning. The limited interactivity of the early-stage VR application (VR HOTEL v0.9.4) may have also constrained its instructional potential. Overall, the results highlight the importance of aligning VR-based learning activities with learning objectives, instructional design, and assessment methods.

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