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The purpose of this paper is to evaluate undergraduate student perceptions about the application of immersive technologies for enhancing the student learning experience. This study assesses the viewpoints of students from varying multidisciplinary backgrounds about whether immersive technologies can enhance their learning experience and increase their level of engagement in the context of higher educational delivery.

The research used a case study methodology adopting a questionnaire-based research mixed methods approach. In total, 83 participants completed the questionnaire. The purpose of the research was to evaluate and interpret students’ perspectives at higher educational level about the use of immersive technologies towards enhancing their learning experience. There was also a focus on remote educational delivery due to the legacy of COVID-19.

The findings suggest that there is still more empirical work to be undertaken regarding the application of immersive technologies in higher education. The study revealed that there are immersive benefits though preference for face-to-face teaching remains popular. The negative connotations associated with immersive technology use in higher education, (e.g. virtual reality), such as cost of equipment and motion sickness, substantiates the themes identified in the academic literature.

The study explores a diversity of immersive technologies and their application in higher education (HE) contexts. Findings indicate that although there are acknowledged pedagogical benefits of immersive technology use in HE prevalent barriers remain that require further empirical research if immersive technology use is to be universally used in the sector.

As the hospitality business adapts to the digital age, the importance of using Virtual Design (VD) to create memorable visitor experiences has grown. This study aims to investigate the potential of VD in the hospitality sector, particularly regarding the improvement of guests' overall experiences.

The research study examines how Virtual Reality (VR), Augmented Reality (AR) and other digital technologies are currently used in VD firms. It explores how these simulated architectural features are implemented in other facets of the hospitality experience, like the decor of guest rooms and restaurants and staff responsiveness to guests' needs.

The study also examines VD's potential outcomes and advantages for the hotel industry and its clients. It investigates the potential of VD to help hospitality businesses offer more customised services, boost customer loyalty and gain an edge in the market. VD implementation in the hospitality business may face several obstacles, some of which are discussed in this study.

Methods include both qualitative and quantitative techniques, such as interviews with experts, guest surveys and an examination of the use of VD in specific hotels. This study intends to help the hotel industry benefit from a VD by analysing real-world case studies and gathering empirical data that can be used to draw conclusions and formulate recommendations.

Students have a unique perspective on how learning space design impacts their school experience (Cook-Sather, 2006). As a result, schools need to be intentional about capturing student voice and feedback throughout the design process. For learning environments to be responsive to the needs of students, schools must enact an inclusive, inquiry-based approach to design.

In this chapter, the authors describe the role that student voice played in an inquiry-driven, iterative process of designing and implementing innovative learning environments in the Middle School at Singapore American School. Through sharing three concrete examples of different data collection methodologies and the changes that emerged as a result of the feedback, the authors outline the power of intentionally centering student voice and experience in designing learning environments. School leaders will learn practical tools to use and a roadmap to follow to create a more inclusive, responsive process of learning environment design, whether engaging in small-scale renovations or planning a whole school. While this chapter focuses on applying this inquiry cycle to learning environments, the process described can equally be used to center student voice in other school change initiatives.