Description
Title: Enhancing Hospitality Skills through Virtual Reality: A Learning Styles Approach
Authors names, affiliation, email, including contact author.
Frederik Jan van der Meulen, MSc BSc*
Frederik.van.der.meulen@nhlstenden.com
https://orcid.org/0009-0005-7150-3638
Marit de Vries, MA
Marit.de.vries@nhlstenden.com
https://orcid.org/0000-0002-8027-3169
Hotel Management School
NHL Stenden University of Applied Sciences
Rengerslaan 8
8917 DD Leeuwarden
The Netherlands
*Corresponding author (frederik.van.der.meulen@nhlstenden.com)
Introduction
Digitization is widely seen as a major and potentially beneficial disruptor in the hotel industry. This research examines the benefits of incorporating VR technology for future hospitality workers. The study analyses the application of virtual reality (VR) in hospitality higher education and professional training. This study seeks to discover the best approach to integrate virtual reality (VR) into educational institutions by aligning it with different learning frameworks and learning styles. This to improve hospitality education thus creating the ideal triangle between the teaching framework, learning style, and VR.
Theoretical Framework
Lei and So (2021) discuss the significance and applicability of online learning in the field of Tourism and Hospitality education, considering the dynamic nature of the modern world. The flexible aspect of online learning, together with its ability to save time, overcome space obstacles, and provide convenience, may likewise be used to a virtual reality (VR) world. According to Lei and So (2020), teachers are hesitant to utilise online learning because they believe that hospitality and tourism disciplines are highly practical and hence not suitable for a virtual setting. Radianti et al. (2020) assert that virtual reality (VR) can augment learning. Çakiroğlu and Gökoğlu (2019) have already shown that students retain more information while using VR and are able to apply their knowledge more effectively in the real world. Radianti et al. (2020) further support this finding.
Radianti et al. (2020) created a learning framework that combines theory and content. Behavioural, experiential, generative, operational, game-based, contextual, Jeffries' simulation theory, and the Cone of learning theory are explored. The learning content covers analytical and problem-solving skills, communication and teamwork, soft skills, procedural-practical knowledge, declarative knowledge, language acquisition, behavioural implications, and other unidentified themes. They found that 11% of VR content and application development uses experiential learning, followed by 'not mentioned' (68%).
This study compares hospitality education with hospitality business training courses, highlighting their similarities and differences. It examines how VR training might enhance employee satisfaction in different areas (Çakiroğlu & Gökoğlu, 2019). Onboarding, safety and security, cultural assimilation, product knowledge, customer service excellence, immersive hospitality experiences, upselling strategies, guest feedback collection, continuous learning, remote training facilitation, soft skill development, and cost-saving measures are examples (Babalola et al., 2022).
VR may help achieve educational goals. Cost reductions, increased education and training, seamless operational operations, and educational issues may be these aims. VR improves teaching and learning skills (Muhajirah, 2020). Virtual reality-based cross-profession training can meet the hotel industry's labour needs. This advanced training method reduces personnel shortages and improves training by immersing learners in virtual environments and revealing future duties (Timokhin & Khoronko, 2021). VR education may increase safety and security in several industries, including hospitality. It may be used to create controlled learning environments for students and teachers to tailor training to specific subjects and audiences (Joe, 2020).
Methods
This study uses a three-phase approach. First, a thorough literature review will gather basic facts and perspectives on theoretical framework, learning styles, and VR in hospitality education and training. This phase reviews research and industry information to lay the groundwork for the investigation. Next, the research will create and test a bespoke VR scenario for hospitality education students and professionals. This testing step is essential for assessing VR's utility in hospitality settings. VR will simulate hospitality settings and circumstances, immersing learners. Post-test in-depth interviews end the procedure. These interviews are aimed to extract qualitative information about their experiences, how VR affects their learning, and how it improves hospitality skills. This multidimensional approach combines theoretical research, practical application, and qualitative feedback to understand VR's role in hospitality education and professional growth.
Key findings and practical and theoretical implications
This part is still under construction.
References
Babalola, A., Manu, P., Cheung, C., Yunusa-Kaltungo, A., & Bartolo, P. (2023). Applications of immersive technologies for occupational safety and health training and education: A systematic review. Safety Science, 166, 106214.
Çakiroğlu, Ü., & Gökoğlu, S. (2019). A design model for using virtual reality in behavioral skills training. Journal of Educational Computing Research, 57(7), 1723-1744.
Joe, M. D. (2020). Instructional Design Techniques Used to Develop Virtual Reality-Based Safety Training in an Industrial Environment (Doctoral dissertation, Walden University).
Lei, S. I., & So, A. S. I. (2021). Online teaching and learning experiences during the COVID-19 pandemic–A comparison of teacher and student perceptions. Journal of Hospitality & Tourism Education, 33(3), 148-162.
Muhajirah, M. (2020). Basic of learning theory:(behaviorism, cognitivism, constructivism, and humanism). International Journal of Asian Education, 1(1), 37-42.
Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 147, 103778.
Timokhin, A., & Khoronko, L. (2021). Virtual reality as a main basis for forming modern educational technologies. In E3S Web of Conferences (Vol. 273, p. 12076). EDP Sciences.
