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Author Biographical Information

Michael Holik, Ed.D., Associate Professor of Nutrition, West Chester University of Pennsylvania Dexter Richardson, DBA, Executive Director, JPMorgan

Abstract

The integration of virtual reality (VR) into nutrition and dietetics education provides an innovative answer to challenges in accessing experiential learning. This study examined student perceptions of immersive VR experiences designed to simulate hospital foodservice operations and nutrition counseling sessions, guided by the Diffusion of Innovation Theory (DOI). A quasi-experimental design involved 55 participants who engaged with 360° VR modules featuring interactive elements, avatars representing key healthcare roles, and embedded critical-thinking questions. Results demonstrated strong support for VR’s educational value across DOI’s five key attributes: relative advantage, compatibility, complexity, trialability, and observability. Participants reported enhanced understanding of registered dietitian roles, improved application of theoretical concepts, and increased preparedness for supervised practice and internships. Qualitative analysis revealed themes of heightened engagement, immersive and realistic learning, improved visual and kinesthetic comprehension, and a bridging of theory-to-practice gaps. Despite occasional discomfort and technical limitations, the overwhelmingly positive feedback suggests high adoption potential and pedagogical value. Findings indicate VR is a transformative tool for experiential learning, especially in post-pandemic contexts where access to in-person training is limited. This study underscores VR’s capacity to enhance confidence, knowledge retention, and career readiness in nutrition and dietetics education and recommends further exploration of interdisciplinary applications and long-term outcomes.

DOI

10.26890/wggi6455

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