This study explored the use of virtual reality (VR) for tourism education by having students design and lead VR tours of three locations in Kyoto, Japan. 22 undergraduate students participated and completed pre/post questionnaires. Results showed high levels of spatial presence and attention/satisfaction. Students felt the VR tours helped communicate in English and learn about locations more clearly than PowerPoints. However, some reported dizziness or eye strain. Overall, the study demonstrated VR's power for hands-on learning experiences while also highlighting the importance of task design to avoid physical issues. Insights will be published in an upcoming Springer book on technology-enhanced language learning in Asia.

1. Virtual reality in
tourism education: A
case study
Mehrasa Alizadeh - Osaka University Japan
Eric Hawkinson - Kyoto University of Foreign
Studies Japan
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2. 2

3. This study was designed not
only to expose affordances to
English learning, but also to
glean insight into some
practical benefits and issues of
using VR for tourism studies.
Goals
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4. Kyoto University of Foreign
Studies
Faculty of Global Engagement
Department of Global Tourism
New Media Lab Course
Basics
4

5. N=22
2nd year undergraduates
4 male/18 female
Low-intermediate average English
ability
Participants
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6. Graphic Design Principles
Digital Photography
Basic Tools (editing)
Example Tour
Online Tutorials
Scaffolding
Process
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7. Design and Create Tour
3 Locations from Street View
Adding narration/photos/video
Guide a group of peers (5-6 per
group)
Peer evaluations
Project Params
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8. Survey instruments:
1) Igroup Presence
Questionnaire (IPQ)
2) Cheng’s (2017) motivation and
attitude Questionnaire
http://www.igroup.org/pq/ipq/index.php
Cheng, K.-H. (2017). Reading an augmented reality book: An exploration of
Methodology
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9. Questionnaire Items
(1)
(5-point Likert Scale)
9
Virtual Presence
1. During the virtual tours, I had a sense of
‘being there.’
2. I felt present in the virtual towns.
3. I felt that the virtual towns surrounded me.
4. I felt like I was just looking at pictures of
those towns.
5. I had a sense of being in the virtual towns,
rather than watching them from outside.

10. Results
4.4
4.2 4.3
3.7 3.7
3.1
1
2
3
4
5
Item 1Item 2Item 3 Item
4*
Item 5 Item
6*
SPATIAL
PRESENCE
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11. Questionnaire Items
(2)
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Attention, Confidence & Satisfaction
7. The virtual tours drew my attention.
8. I was curious about the information provided by the
tour guides.
9. Virtually visiting towns with the aid of VR technology
was novel to me.
10.I paid attention to the tour guides continuously.
11.I believe that virtual tours can help us learn about
different towns.
12.I believe that going on tours with the aid of VR
technology can be helpful for understanding the content
of the class.
13.I am confident in the benefits of VR technology for

12. Results
4.2 4.3
4.1 4.2
4.7 4.6
4.4
4.7
2.6
4.7
1
2
3
4
5
ATTENTION,
CONFIDENCE
&
SATISFACTION
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13. Questionnaire Items
(3)
13
Perceived Usefulness & Future Use
17.I think the virtual tours were helpful for my
learning.
18.Using VR to conduct my tour helped me
communicate in English.
19.The virtual tours can help me learn about
different towns more clearly than through
PowerPoint presentations.
20.After going on virtual tours, I want to visit those
towns.
21.I hope to have more opportunities to learn with

14. Results
4.6
4
4.5 4.5 4.4
1
2
3
4
5
Item 17Item 18Item 19Item 20Item 21
PERCEIVED
USEFULNESS
&
FUTURE
USE
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15. Results
5
1
19
2
dizziness
nausea
eye strain
neck/back strain
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16. - Power of VR in giving learners
first-hand experiences of the
learning domain
- Opportunities for learner-centered
design including content generation
and peer teaching
- Importance of task design and timing to
avoid physical strain
Insights
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17. Springer book chapter
Language Learning with
Technology: Perspectives from
Asia
Junjie (Gavin) WU & Lindsay
Miller (Eds.)
Upcoming
Publication
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18. Thanks for
your
attention!
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