During the last few years, learning techniques have changed, both in basic education and in higher education. This change has been accompanied by new technologies such as Augmented Reality (AR) and Virtual Reality (AR). The combination of these technologies in education has allowed a greater immersion, positively affecting the learning and teaching processes. In addition, since the COVID-19 pandemic, this trend has been growing due to the diversity of the different fields of application of these technologies, such as heterogeneity in their combination and their different experiences. It is necessary to review the state of the art to determine the effectiveness of the application of these technologies in the field of university higher education. In the present paper, this aim is achieved by performing a systematic literature review from 2012 to 2022. A total of 129 papers were analyzed. Studies in our review concluded that the application of AR/VR improves learning immersion, especially in hospitality, medicine, and science studies. However, there are also negative effects of using these technologies, such as visual exhaustion and mental fatigue.

Schmidt et al, 2024. In review process as of 3/2024

The discourse around embedding immersive learning content within hospitality education is lively, aiming to (a.) integrate the learning experience within actual professional settings and, (b.) maintain student interest. This paper contributes to the discussion by examining the integration of accessible immersive content in hospitality education, using design-based research (DBR) that prioritizes student input. The research explores how student feedback guides the creation of accessible mobile immersive content to improve hospitality education. Utilizing a mixed-methods strategy, with data gathered from four European universities (20 detailed focus groups and 192 surveys), our results outline a three-phase development strategy, highlighting the need for specific contextual considerations when crafting accessible mobile immersive learning materials for hospitality education: 1.) Determining use cases, 2.) Selecting technological solutions, and 3.) Crafting immersive content. Our findings offer significant insights for hospitality educators, highlighting the necessity for continual innovation and educator skill development in enhancing hospitality education through immersive content integration.

Selected key references:

1. Barrett, A. J., Pack, A., & Quaid, E. D. (2021). Understanding learners’ acceptance of high-immersion virtual reality systems: Insights from confirmatory and exploratory PLS-SEM analyses. Computers & Education, 169, 104214. https://doi.org/10.1016/j.compedu.2021.104214
2. Bermejo, B., Juiz, C., Cortes, D., Oskam, J., Moilanen, T., Loijas, J., Govender, P., Hussey, J., Schmidt, A. L., Burbach, R., King, D., O’Connor, C., & Dunlea, D. (2023). AR/VR Teaching-Learning Experiences in Higher Education Institutions (HEI): A Systematic Literature Review. Informatics, 10(2), 45. https://doi.org/10.3390/informatics10020045
3. Cárdenas-Sainz, B. A., Barrón-Estrada, M. L., Zatarain-Cabada, R., & Ríos-Félix, J. M. (2022). Integration and acceptance of Natural User Interfaces for interactive learning environments. International Journal of Child-Computer Interaction, 31, 100381. https://doi.org/10.1016/j.ijcci.2021.100381
4. Chung, C.-Y., & Hsiao, I.-H. (2019). An exploratory study of augmented embodiment for computational thinking. Proceedings of the 24th International Conference on Intelligent User Interfaces: Companion (pp. 37-38). https://doi.org/10.1145/3308557.3308676
5. Faqih, K. M. S., & Jaradat, M.-I. R. M. (2021). Integrating TTF and UTAUT2 theories to investigate the adoption of augmented reality technology in education: Perspective from a developing country. Technology in Society, 67, 101787. https://doi.org/10.1016/j.techsoc.2021.101787
6. Gioia, D. A., Corley, K. G., & Hamilton, A. L. (2013). Seeking Qualitative Rigor in Inductive Research: Notes on the Gioia Methodology. Organizational Research Methods, 16(1), 15–31. https://doi.org/10.1177/1094428112452151
7. Hoyles, C., & Noss, R. (2003). What can digital technologies take from and bring to research in mathematics education? In A. J. Bishop, M. A. Clements, C. Keitel, J. Kilpatrick, & F. K. S. Leung (Eds.), Second International Handbook of Mathematics Education (pp. 323–349). Springer Netherlands. https://doi.org/10.1007/978-94-010-0273-8_11
8. Kim, H. J., & Jeong, M. (2018). Research on hospitality and tourism education: Now and future. Tourism Management Perspectives, 25, 119–122. https://doi.org/10.1016/j.tmp.2017.11.025
9. Lockwood, T., & Papke, E. (2017). Innovation by design: How any organization can leverage design thinking to produce change, drive new ideas, and deliver meaningful solutions. Red Wheel/Weiser.
10. Shen, S., Xu, K., Sotiriadis, M., & Wang, Y. (2022). Exploring the factors influencing the adoption and usage of Augmented Reality and Virtual Reality applications in tourism education within the context of COVID-19 pandemic. Journal of Hospitality, Leisure, Sport & Tourism Education, 30, 100373. https://doi.org/10.1016/j.jhlste.2022.100373

Govender, P.D. et al (2024), submitted to the INC Conference as conference proceedings.

Loijas et al, 2024. In review process of Strategic Choice Journal as of 3/2024.

David F. Cortes et al, 2024.

This study investigates the usability of extended reality (XR) prototypes in the field of tourism education, focusing on the evaluation through the System Usability Scale (SUS). Framed within the THETA project, a collaboration between the Technological University Dublin, the University of the Balearic Islands, Hotelschool The Hague and Haaga-Helia University of Applied Sciences, the study focuses on four XR prototypes designed to enrich tourism teaching. The prototypes, developed to provide immersive and realistic educational experiences, were evaluated by students from the University of the Balearic Islands using the SUS. The objective was to determine the usability of these prototypes in a real educational context. The results obtained from the SUS indicated high usability, suggesting that the prototypes are suitable for use in tourism educational environments. This finding supports the effectiveness of XR as a pedagogical tool in tourism education and highlights the usefulness of SUS as a reliable method to evaluate the usability of innovative educational technologies. The study contributes to the understanding of how XR technologies can be effectively integrated into the tourism curriculum, opening avenues for future research and practical applications in this field.

Hospitality educators today face a growing challenge of engaging students and developing new means of bringing the industry into their classrooms in a contextually relevant and timely manner. Four educational institutes received EU funding to explore the potential of using low-tech AR/VR tools in the hospitality classroom as a means of addressing these concerns.  Currently, lecturers with limited time and resources, seek simple options that they can adopt without lengthy training and advanced technical support. Hence, this paper explores the practicalities of implementing certain AR/VR tools, with a view to adding to theory surrounding embedding technology in teaching practice. 

Subsequently, this paper presents findings from interviews with lecturers in higher education who adopted the AR/VR prototypes. The interviewees identify the substantial benefits offered by adding these tools to the hospitality lecturer’s toolkit, and various obstacles they encountered that need to be addressed. Furthermore, this paper provides insights into the useability, practicality, and flexibility of low-tech options. The paper concludes with recommendations for hospitality educators on how these immersive tools can maximise the face-to-face time with their students and assist in the delivery of learning outcomes. 

• PDF: An introduction to the creating and embedding digital learning spaces in education: Suggested Reading/Bibliography

Hospitality educators today face a growing challenge of engaging students and developing new means of bringing the industry into their classrooms in a contextually relevant and timely manner. Four educational institutes received EU funding to explore the potential of using low-tech AR/VR tools in the hospitality classroom as a means of addressing these

concerns. Currently, lecturers with limited time and resources, seek simple options that they

can adopt without lengthy training and advanced technical support. Hence, this paper explores the practicalities of implementing certain AR/VR tools, with a view to adding to theory surrounding embedding technology in teaching practice.

An exploratory study was conducted, with a sample of eight university lecturers on how the implementation of AR/VR tools in the hospitality classroom unfolded. Students were immersed into various immersive experience across a variety of hospitality scenarios such as a complaining guest. Data was collected via participant journals. Thematic analysis was used to analyse the data.   

This paper presents findings from lecturers in higher education who adopted the AR/VR prototypes. The participants identify the substantial benefits offered by adding these tools to the hospitality lecturer’s toolkit. Benefits included increased engagement from learners, particularly emotional responses resulting from the immersive experience and increased class engagement. Various obstacles reported included: connectivity issues, time required to set up the experience and issues around glitches in the system when using in class. This paper provides insights into the usability, practicality, and flexibility of low-tech options. Implications from this research are that AR/VR can be applied in the classroom, however lecturers need sufficient support to develop it effectively. This paper contributes to the emerging literature on the use of this technology in the classroom.