An Evaluation of the Effectiveness of Gamified Virtual Reality on Food Preparation Literacy

Abstract

The purpose of this research was to evaluate and compare the effectiveness of gamified VR cooking experience with video-based cooking experience on improving food preparation literacy. It was hypothesized that gamified VR cooking experience would lead to higher food preparation literacy scores while providing a more immersive and motivational learning environment to the participants than a video-based cooking experience. Thirty-three participants were randomly assigned into the VR group (n = 16) or the video group (n = 17). Each group completed the pre-and post-experience questionnaires, the in-person intervention, and the post-intervention focus groups. Quantitative results indicated no significant difference in food preparation literacy between the gamified VR cooking experience and video experience (p > .05). Qualitative findings indicated that the immersive learning environment of gamified VR cooking experience motivated people to want to cook more healthy meals in the future. Individuals who engage in gamified VR cooking may be more motivated to cook in real life and therefore, choose a healthy diet over unhealthy processed food.