Research Article

Virtual reality in undergraduate business education: How learning occurs across Kolb’s experiential learning cycle

Mary Precy Aguilar 1 * , Wondwesen Tafesse 2
More Detail
1 College of Business Administration, University of Kalba, Sharjah, UNITED ARAB EMIRATES2 Department of Innovation, Technology, and Entrepreneurship, College of Business and Economics, United Arab Emirates University, Al Ain, UNITED ARAB EMIRATES* Corresponding Author
Contemporary Educational Technology, 18(3), July 2026, ep665, https://doi.org/10.30935/cedtech/18729
Published: 08 June 2026
OPEN ACCESS   701 Views   269 Downloads
Download Full Text (PDF)

ABSTRACT

Virtual reality’s (VR) potential and applications in education gained much interest recently, particularly as a pedagogical tool in higher education. It is well recognized for its immersive nature, promoting interaction and a sense of realism. A noticeable gap exists in the empirical application of VR in business education grounded in a specific learning theory. This study applies Kolb’s experiential learning theory and employs Kolb’s four-stage cycle to examine the impact of VR-immersive pedagogy—an area that remains underexplored. The study is qualitative and uses thematic analysis with ChatGPT as a research tool. While language models, such as ChatGPT, have gained much attention as a research tool, the benefits and limitations must be critically considered. The findings provide a comprehensive narrative of how students engage in the four phases of Kolb’s learning cycle: concrete experience, reflective observation, abstract conceptualization, and active experimentation. This study also identified the challenges and practical difficulties encountered in using VR in the classroom. It provides educators with a deeper understanding of the pedagogical impact of VR, enabling them to make informed decisions regarding curriculum design and pedagogy to facilitate experiential learning. This study highlights the potential of language models to enhance qualitative data analysis.
Keywords: virtual reality, student experience, experiential learning, higher education, business education, GenAI

CITATION (APA)

Aguilar, M. P., & Tafesse, W. (2026). Virtual reality in undergraduate business education: How learning occurs across Kolb’s experiential learning cycle. Contemporary Educational Technology, 18(3), ep665. https://doi.org/10.30935/cedtech/18729

REFERENCES

  1. Aguilar, M. P., Edwards, R., & As-Saber, S. (2026). Internationally educated local staff or IntELS in Vietnam: Do they feel supported in the workplace? Globalisation, Societies and Education, 24, 463-477. https://doi.org/10.1080/14767724.2023.2248455
  2. Askren, J., & James, W. (2021). Experiential learning methods in culinary course can bridge the gap: Student perceptions on how hands-on curriculum prepares them for industry. Journal of Hospitality & Tourism Education, 33(2), 111-125. https://doi.org/10.1080/10963758.2020.1791134
  3. Baxter, G., & Hainey, T. (2020). Student perceptions of virtual reality use in higher education. Journal of Applied Research in Higher Education, 12(3), 413-424. https://doi.org/10.1108/JARHE-06-2018-0106
  4. Bijker, R., Merkouris, S. S., Dowling, N. A., & Rodda, S. N. (2024). ChatGPT for automated qualitative research: Content analysis. Journal of Medical Internet Research, 26, Article e59050. https://doi.org/10.2196/59050
  5. Calvert, F. L., Crowe, T. P., & Grenyer, B. F. (2016). Dialogical reflexivity in supervision: An experiential learning process for enhancing reflective and relational competencies. The Clinical Supervisor, 35(1), 1-21. https://doi.org/10.1080/07325223.2015.1135840
  6. Chiu, S. K. (2019). Innovative experiential learning experience: Pedagogical adopting Kolb’s learning cycle at higher education in Hong Kong. Cogent Education, 6(1), Article 1644720. https://doi.org/10.1080/2331186X.2019.1644720
  7. Christou, P. A. (2023). How to use artificial intelligence (AI) as a resource, methodological and analysis tool in qualitative research? Qualitative Report, 28(7), 1968-1980. https://doi.org/10.46743/2160-3715/2023.6406
  8. Christou, P. A. (2024). Thematic analysis through artificial intelligence (AI). Qualitative Report, 29(2), 560-576. https://doi.org/10.46743/2160-3715/2024.7046
  9. Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). SAGE.
  10. Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage Publications. https://edge.sagepub.com/creswellqi5e
  11. Di Natale, A. F., Repetto, C., Riva, G., & Villani, D. (2020). Immersive virtual reality in K-12 and higher education: A 10-year systematic review of empirical research. British Journal of Educational Technology, 51(6), 2006-2033. https://doi.org/10.1111/bjet.13030
  12. Englund, C. (2017). Exploring approaches to teaching in three-dimensional virtual worlds. International Journal of Information and Learning Technology, 34(2), 140-151. https://doi.org/10.1108/IJILT-12-2016-0058
  13. Farber, S. (2025). Comparing human and AI expertise in the academic peer review process: Towards a hybrid approach. Higher Education Research & Development, 44(4), 871-885. https://doi.org/10.1080/07294360.2024.2445575
  14. Foley, G. (2020). Understanding adult education and training. Routledge. https://doi.org/10.4324/9781003118299
  15. Galunic, C., Petriglieri, J., & Harrison, S. (2023). Mission to Mars–New horizons: Leadership and effective communication. INSEAD Publishing. https://publishing.insead.edu/vr-experience/mission-mars-new-horizons-leadership-and-effective-communication
  16. Gittings, L., Taplin, R., & Kerr, R. (2020). Experiential learning activities in university accounting education: A systematic literature review. Journal of Accounting Education, 52, Article 100680. https://doi.org/10.1016/j.jaccedu.2020.100680
  17. Henríquez, V. V., Rabanal, I. C., & Abásolo, J. S. (2025). Applying Kolb’s experiential learning cycle for deep learning: A systematic literature review. Social Sciences & Humanities Open, 12, Article 102096. https://doi.org/10.1016/j.ssaho.2025.102096
  18. Hernandez-Pozas, O., & Carreon-Flores, H. (2019). Teaching international business using virtual reality. Journal of Teaching in International Business, 30(2), 196-212. https://doi.org/10.1080/08975930.2019.1663779
  19. Hill-Yardin, E. L., Hutchinson, M. R., Laycock, R., & Spencer, S. J. (2023). A Chat (GPT) about the future of scientific publishing. Brain, Behavior, and Immunity, 110, 152-154. https://doi.org/10.1016/j.bbi.2023.02.022
  20. Hubbard, T. D. (2025). Transforming business education: The impact of virtual reality on learning outcomes in case studies. Frontiers in Virtual Reality, 6. Article 1461690. https://doi.org/10.3389/frvir.2025.1461690
  21. Jamison, C. S. E., Fuher, J., Wang, A., & Huang-Saad, A. (2022). Experiential learning implementation in undergraduate engineering education: A systematic search and review. European Journal of Engineering Education, 47(6), 1356-1379. https://doi.org/10.1080/03043797.2022.2031895
  22. Kang, J., Roestel, N. M., & Girouard, A. (2022). Experiential learning to teach user experience in higher education in past 20 years: A scoping review. Frontiers in Computer Science, 4. Article 812907. https://doi.org/10.3389/fcomp.2022.812907
  23. Kiess, J. (2022). Learning by doing: The impact of experiencing democracy in education on political trust and participation. Politics, 42(1), 75-94. https://doi.org/10.1177/0263395721990287
  24. Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning & Education, 4(2), 193-212. https://doi.org/10.5465/amle.2005.17268566
  25. Kolb, A. Y., & Kolb, D. A. (2017). Experiential learning theory as a guide for experiential educators in higher education. Experiential Learning & Teaching in Higher Education, 1(1), 7-44. https://doi.org/10.46787/elthe.v1i1.3362
  26. Kolb, B. (1984). Functions of the frontal cortex of the rat: A comparative review. Brain Research Reviews, 8(1), 65-98. https://doi.org/10.1016/0165-0173(84)90018-3
  27. Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT Press.
  28. Loureiro, S. M. C., Bilro, R. G., & de Aires Angelino, F. J. (2021). Virtual reality and gamification in marketing higher education: A review and research agenda. Spanish Journal of Marketing, 25(2), 179-216. https://doi.org/10.1108/SJME-01-2020-0013
  29. Loureiro, S. M. C., Guerreiro, J., & Ali, F. (2020). 20 years of research on virtual reality and augmented reality in tourism context: A text-mining approach. Tourism Management, 77, Article 104028. https://doi.org/10.1016/j.tourman.2019.104028
  30. Meyer, E. G., Battista, A., Sommerfeldt, J. M., West, J. C., Hamaoka, D., & Cozza, K. L. (2021). Experiential learning cycles as an effective means for teaching psychiatric clinical skills via repeated simulation in the psychiatry clerkship. Academic Psychiatry, 45(2), 150-158. https://doi.org/10.1007/s40596-020-01340-8
  31. Morgan, D. L. (2023). Exploring the use of artificial intelligence for qualitative data analysis: The case of ChatGPT. International Journal of Qualitative Methods, 22, Article 16094069231211248. https://doi.org/10.1177/16094069231211248
  32. Morris, T. H. (2020). Experiential learning–A systematic review and revision of Kolb’s model. Interactive Learning Environments, 28(8), 1064-1077. https://doi.org/10.1080/10494820.2019.1570279
  33. Nagel, D. A., Penner, J. L., Halas, G., Philip, M. T., & Cooke, C. A. (2024). Exploring experiential learning within interprofessional practice education initiatives for pre-licensure healthcare students: A scoping review. BMC Medical Education, 24(1), Article 139. https://doi.org/10.1186/s12909-024-05114-w
  34. Niman, N. B., & Chagnon, J. R. (2021). Redesigning the future of experiential learning. Journal of Higher Education Theory and Practice, 21(8). https://doi.org/10.33423/jhetp.v21i8.4507
  35. O’Connor, E. A., & Worman, T. (2019). Designing for interactivity, while scaffolding student entry, within immersive virtual reality environments. Journal of Educational Technology Systems, 47(3), 292-317. https://doi.org/10.1177/0047239518817545
  36. Pellas, N., Dengel, A., & Christopoulos, A. (2020). A scoping review of immersive virtual reality in STEM education. IEEE Transactions on Learning Technologies, 13(4), 748-761. https://doi.org/10.1109/TLT.2020.3019405
  37. Perkins, M., & Roe, J. (2024). The use of generative AI in qualitative analysis: Inductive thematic analysis with ChatGPT. Journal of Applied Learning and Teaching, 7(1). 390-395. https://doi.org/10.37074/jalt.2024.7.1.22
  38. Pipitone, J. M., & Raghavan, C. (2017). Socio-spatial analysis of study abroad students’ experiences in/of place in Morocco. Journal of Experiential Education, 40(3), 264-278. https://doi.org/10.1177/1053825917709823
  39. Qasem, F. (2023). ChatGPT in scientific and academic research: Future fears and reassurances. Library Hi Tech News, 40(3), 30-32. https://doi.org/10.1108/LHTN-03-2023-0043
  40. Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 147, Article 103778. https://doi.org/10.1016/j.compedu.2019.103778
  41. Rudolph, J., Tan, S., & Tan, S. (2023). ChatGPT: Bullshit spewer or the end of traditional assessments in higher education? Journal of Applied Learning and Teaching, 6(1), 342-363. https://doi.org/10.37074/jalt.2023.6.1.9
  42. Sholihin, M., Sari, R. C., Yuniarti, N., & Ilyana, S. (2020). A new way of teaching business ethics: The evaluation of virtual reality-based learning media. The International Journal of Management Education, 18(3), Article 100428. https://doi.org/10.1016/j.ijme.2020.100428
  43. Sinha, E. (2023). ‘Co-creating’ experiential learning in the metaverse-extending the Kolb’s learning cycle and identifying potential challenges. The International Journal of Management Education, 21(3), Article 100875. https://doi.org/10.1016/j.ijme.2023.100875
  44. Skinner, E. A. (2014). Perceived control: Motivation, coping, and development. In R. Schwarzer (Ed.), Self-efficacy (pp. 91-106). Taylor & Francis. https://doi.org/10.4324/9781315800820-6
  45. Stern, I., Epstein, I., & Landau, D. (2021, November 8). Making VR a reality in business classrooms. Harvard Business Impact.
  46. Tafesse, W., Aguilar, M. P., Sayed, S., & Tariq, U. (2024). Digital overload, coping mechanisms, and student engagement: An empirical investigation based on the SOR framework. SAGE Open, 14(1), Article 21582440241236087. https://doi.org/10.1177/21582440241236087
  47. Udeozor, C., Chan, P., Russo Abegão, F., & Glassey, J. (2023). Game-based assessment framework for virtual reality, augmented reality and digital game-based learning. International Journal of Educational Technology in Higher Education, 20(1), Article 36. https://doi.org/10.1186/s41239-023-00405-6
  48. Wurdinger, S., & Allison, P. (2017). Faculty perceptions and use of experiential learning in higher education. Journal of E-Learning and Knowledge Society, 13(1). 27-38. https://doi.org/10.20368/1971-8829/150
  49. Zheng, H., & Zhan, H. (2023). ChatGPT in scientific writing: A cautionary tale. The American Journal of Medicine, 136(8), 725-726. https://doi.org/10.1016/j.amjmed.2023.02.011