Virtual Reality and Augmented Reality in Enhancing Experiential Learning in Business and Entrepreneurship Education Curriculum at Delta State University, Abraka

This study examined the role of Virtual Reality (VR) and Augmented Reality (AR) in enhancing experiential learning in the Business and Entrepreneurship Education curriculum at Delta State University, Abraka. With global advancements in immersive educational technologies reshaping how students engage with content, there is growing recognition of their potential to improve learning outcomes by bridging the gap between theoretical instruction and practical application. However, Nigerian universities, including Delta State University, have yet to fully adopt VR and AR due to infrastructural, financial, and policy limitations.

Grounded in Kolb’s Experiential Learning Theory, which emphasizes learning through experience, reflection, and action, this study adopted a descriptive survey design to explore how VR and AR are perceived and potentially utilized within the academic setting. A total of 227 respondents—205 undergraduate students and 22 academic staff from the Department of Business Education—were purposively selected. Data were collected using a validated structured questionnaire and analyzed using descriptive statistics (mean, standard deviation) and inferential statistics (independent t-test) to compare group responses.

The results showed a generally positive perception of VR and AR by both students and lecturers, with all mean scores exceeding the 2.50 benchmark for agreement. Respondents agreed that immersive technologies enhance interactivity, deepen understanding, and support entrepreneurial skill acquisition through simulated real-world business experiences. The t-test analysis revealed no statistically significant difference between student and lecturer responses, indicating shared views on the value of these tools in the learning process.

The study concludes that VR and AR can significantly improve experiential learning by enabling students to engage in practical, risk-free simulations that mirror actual business environments. To realize this potential, the study recommends increased investment in immersive learning infrastructure, faculty training, curricular integration of VR/AR content, and partnerships with technology providers to bridge existing gaps.