Virtual reality in marketing education: Experiences, challenges, and the development of the 3e framework for presentation skills training
Ilia Gugenishvili et al.
What the paper says
Previous studies have examined virtual reality (VR) for soft skills development in higher education, but most rely on literature reviews or laboratory settings and overlook faculty perspectives and curricular constraints. This multi-method study, grounded in experiential and constructivist learning theories, investigates how students and teachers at a Nordic university perceive VR-based training. Eleven marketing students completed soft skills training using VR, and 21 teachers were trained to support that learning. Subsequently, participants gave interviews or joined group discussions. The respondents highlighted VR’s value in lowering anxiety, enabling repeatable practice, and offering real-time, objective feedback. Reported challenges included physical discomfort, technical problems, limited access, and a lack of tailored content. As one of the first studies to examine VR-based presentation training in a real course setting, this study introduces the 3E Framework – based on the elements of experience, evaluate, and excel – and captures both student and teacher perspectives. The findings advance conversations on immersive learning and soft skills, offering practical guidance for educators considering VR in their teaching.
Evidence weight
Balanced mode · F 0.40 / M 0.15 / V 0.05 / R 0.40
| F · citation impact | 0.50 × 0.4 = 0.20 |
| M · momentum | 0.50 × 0.15 = 0.07 |
| V · venue signal | 0.50 × 0.05 = 0.03 |
| R · text relevance † | 0.50 × 0.4 = 0.20 |
† Text relevance is estimated at 0.50 on the detail page — for your query’s actual relevance score, open this paper from a search result.