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University of South Florida M3 Center Publishing

Abstract

Humanity has developed with technology by following the new products that emerge throughout their lives. Technology, especially in education, enables students to show interest by having different and fun experiences in the course. It is thought that technology in applied and theoretical courses is also considered to be important in tourism education just as it is in engineering, architecture, and medicine as an effective tool for students to enjoy and succeed in the course. Besides that, it is possible to say that it is easier for students to access information and save time with technological tools. In the 21st century, educational establishments have started to benefit from many technological innovations. One of these innovations, which is Virtual Reality (VR), enables students to be motivated to the course with a fun and different experience by breaking their connection with the outside world. This study aims to measure the difference and the effect of using virtual reality in tourism education in terms of motivation in learning compared to video usage. The population of the study is composed of students in Tourism Department at Çukurova University, Turkey and the sample consists of students from the School of Tourism and Hotel Management in Çukurova University, Turkey. 60 students participating in the study have been selected with convenience sampling, experimental design has been used in the study, and their data have been collected by questionnaire technique. In the research findings, it has been determined that the use of virtual reality differs from video usage in some aspects in terms of student motivation and it is the more effective tool.

DOI

https://www.doi.org/10.5038/9781955833035

Recommended Citation

Kumlu, S. T., & Ozkul, E. (2021). The effect of the usage of virtual reality in tourism education on learning motivation. In C. Cobanoglu, & V. Della Corte (Eds.), Advances in global services and retail management (pp. 1–16). USF M3 Publishing. https://www.doi.org/10.5038/9781955833035

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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