Abstract
With the advent of Virtual Reality (VR) technology and the ubiquity of mobile devices, smartphone-based VR has become more affordable and accessible to business educators and millennial students. While millennials expect learning to be fun and prefer working with current technology, educators are constantly challenged to integrate new technology into the curriculum and evaluate the learning outcomes. This study examines the gain in learning effectiveness and students' intrinsic motivations that would result from the use of VR as compared to the use of traditional learning activity, namely think-pair and share. The results show that students who took part in the VR simulation demonstrated a better understanding of concepts and reported a better learning experience as compared to those who participated in the think-pair-share activity. In particular, the findings show evidence of higher intrinsic motivation and better learning outcomes.
Highlights
Virtual reality (VR) refers to immersive, interactive, multisensory, viewer-centered, three-dimensional computer-generated environment (Mandal, 2013; Toshniwal & Dastidar, 2014)
The results show that students who took part in the virtual reality (VR) simulation demonstrated a better understanding of concepts and reported a better learning experience as compared to those who participated in the think-pair-share activity
Students who took part in the VR simulation have reported a better gain in understanding and learning concepts as well as a better learning experience (M=5.80; std. dev=.407; 95% CI [5.65-5.94]; M=5.77; std. dev=.568; 95% CI [5.66-5.97]; M=5.67; std. dev=.479; 95% CI [5.49-5.84]) as compared to those who participated in the think-pair-share activity (M=4.63; std. dev=.556; 95% CI [4.43-4.82]; M=4.60; std. dev=.498; 95% CI [4.42-4.77]; M=4.43; std. dev=.504; 95% CI [4.08-4.51]), all Cohen’s d are below 3, respectively (2.40, 2.19, 2.52), suggesting a small to medium effect size
Summary
Virtual reality (VR) refers to immersive, interactive, multisensory, viewer-centered, three-dimensional computer-generated environment (Mandal, 2013; Toshniwal & Dastidar, 2014). Marketing educators have been using a variety of learning activities to teach students marketing concepts These include experiential projects (Morgan & McCabe, 2012; Titus & Petroshius, 1993), computer-based simulations (Carter, 2002), self-photography projects (Hartman & Braunstein, 1998), active-learning assignments (Lawson, 1995), and videography (Smith & Fisher 2006), to name a few. While these activities foster active learning, the increasing interest in virtual reality (VR) among students provides a compelling reason to incorporate VR into the marketing curriculum. The advent of VR technology and the ubiquity of mobile devices and free apps provide sound arguments to embrace VR while teaching marketing and preparing business students for future jobs
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