Students increasingly engage with multimedia technologies and expect learning environments to support similar interactions. Although hospitality and tourism educators have started to integrate technologies into their teaching, the learning applications they use are often restricted to text posted on Web sites. This article argues that immersive systems are not only more engaging but can actually support students with difficulties regarding mental imagery processing. A study was conducted to investigate whether differences in mental imagery ability can be found among students. The findings suggest that significant differences in mental imagery processing exist and need to be recognized when designing and evaluating learning applications.
Stored only when both papers are in the corpus — 10 citations exist upstream.