Research

The student perspective: Bringing immersive learning to hospitality. Where and how the industry can implement AR/VR.

Alexander Lennart Schmidt

Professor of Technological Innovation in Hositality

In the ever-evolving landscape of hospitality, staying ahead means embracing innovative approaches to education and training. A recent publication in the Journal of Hospitality & Tourism Education highlights a student-centred development process for low-end immersive Augmented Reality (AR) and Virtual Reality (VR) learning content within hospitality education.

This study, titled From Feedback to Framework: Exploring a Student-Centric Development Process for Low-End Immersive AR/VR Learning Content in Hospitality Education, demonstrates how student feedback can inform the creation of engaging and effective learning experiences.

Conducted across four European universities with hospitality programmes, the research underscores the value of embedding learning in authentic professional contexts to support both professional socialisation and student engagement. The COVID-19 pandemic further accentuated the need for such innovative educational strategies, as traditional teaching models faced widespread disruption.

Key takeaways for hospitality professionals

One of the significant takeaways from this research, particularly relevant for industry partners, is the positive reception of realistic scenario training by students. The study found that students highly valued the opportunity to engage in simulated, real-world situations, such as dealing with difficult customers in service encounters. As one student shared:

“It’s really useful because you can see different situations and you can interact with someone to deal with customers without getting into trouble.”

This enthusiasm for realistic practice scenarios has direct implications for the hospitality industry, particularly in the areas of onboarding and Standard Operating Procedure (SOP) training. The research suggests that immersive content can be integrated into onboarding programmes to provide a comprehensive and interactive learning experience, before new hires engage with real guests.

For example, rather than relying solely on written manuals for housekeeping SOPs, staff could be invited to virtually “walk through” a guest room, learning procedures in a more engaging and memorable way.

Additionally, the ability to practise challenging scenarios in a safe, virtual environment allows employees to build confidence and readiness, reducing surprises and improving overall performance. One student commented: “[Immersive content] can help, and it’s not a surprise for you what happens in real life.” This can lead to more effective customer service, improved employee retention, and a higher quality of service delivery within the hospitality sector.

Crucially, the research highlights the potential of low-end immersive technologies, accessible via mobile phones or basic headsets, to facilitate a fast and wide adoption.

This accessibility makes it a feasible option for many hospitality businesses looking for cost-effective and engaging training solutions.

The Expert View

The authors of this study, including Alexander Lennart Schmidt , Praneschen Govender, and colleagues, propose a three-stage framework for developing low-end immersive learning content in hospitality education. This framework outlines three key decision-making dilemmas for educators and developers:

Identifying where immersive content adds value — Should it substitute or enhance physical learning experiences?

Selecting technology solutions — How do we balance accessibility (e.g., using smartphones) with engagement (e.g., avoiding motion sickness or screen fatigue)?

Designing immersive content for interaction — How can we create meaningful learning experiences, not gimmicky?

The student-centred approach, where feedback is continuously gathered and integrated, is identified as crucial for creating training experiences that are both relevant and impactful.

Conclusion

In conclusion, this research, published in the Journal of Hospitality & Tourism Education offers valuable insights for hospitality industry partners. The positive student response (190+ students participated) to realistic scenario training using low-end immersive technology presents a promising opportunity for the industry. By embracing these methods in onboarding and SOP training, we are ultimately benefiting the industry through a more skilled and prepared workforce. The emphasis on student feedback and iterative development provides a roadmap for creating training content that is not only engaging but also directly addresses the needs and challenges of the hospitality sector.

“Immersive content helped students move from passive learning to active engagement — a shift essential for the hospitality industry of tomorrow.”

Prof. Dr. Alexander L. Schmidt, Hotelschool The Hague

A Unique Cross-European Collaboration

This research is part of an EU-funded project supporting innovation in hospitality education. For more information about the project, visit: THETA Project.
Four universities — Haaga-Helia University of Applied Sciences (Finland), Universitat de les Illes Balears (Spain), Technological University Dublin (Ireland), and Hotelschool The Hague (The Netherlands) — joined forces to explore how immersive learning technologies can enhance hospitality education. The project, funded by the European Union, focused on developing low-end augmented and virtual reality (AR/VR) content that is accessible, engaging, and student-driven.

The student perspective: Bringing immersive learning to hospitality. Where and how the industry can implement AR/VR.

Key takeaways for hospitality professionals

The Expert View

Conclusion

A Unique Cross-European Collaboration

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