Virtual Reality (VR) Efficacy as a Pedagogical Tool in Business Education

Studies show that a student’s attention span declines sharply after the first 10 – 15 minutes of a lecture (Benjamin, 2002; McKeachie & Svinicki, 2006). Further, research indicates student attention span is dependent upon student receptivity to the information and, equally important, the teacher’s transmittal performance (Wilson & Korn, 2007). This low threshold in attention span and dependence on instructor delivery prompts a deeper look to use more effective teaching methods for the 21st century student. One such method of delivery is the introduction and instruction of critical thinking and life skills using virtual reality. This presentation outlines how VR was used once implemented, which critical skills were focused on, and the outcomes of the student interaction with VR. Students reported they had higher level of comprehension, better retention of the information, and enjoyed the experiential nature of the learning experience when compared to traditional lecture-based learning methods.