The purpose of this study was to explore the effectiveness of virtual reality (VR) game training compared to both in-person demonstration and traditional video training. Combining the constructivist learning theory with the cognitive-affective theory of learning, the study designed a longitudinal lab experiment in the context of restaurant frontline worker training. The results showed that VR game training led to more favorable brand attitudes but less knowledge retention than the other two training methods, both immediately after training and four weeks later. The contradictory results might be explained by higher arousal elicited by VR game training, which has a negative mediating effect on knowledge retention. On the other hand, pleasure positively mediates the effect of training method on brand attitude and knowledge retention. In addition, intrinsic motivation showed a significant moderating role only in delayed effects of training. The study findings have significant implications for both academia and professionals.

本研究的目的是探索虚拟现实 (VR) 游戏培训与现场演示和传统视频培训相比的有效性。本研究将建构主义学习理论与认知-情感学习理论相结合，设计了一个以餐饮一线员工培训为背景的纵向实验室实验。结果表明，与其他两种培训方法相比，VR 游戏培训带来了更有利的品牌态度，但知识保留率更低，无论是在培训后立即还是在培训 4 周后。矛盾的结果可能是由于 VR 游戏训练引起的更高的唤醒，这对知识保留有负面的中介作用。另一方面，快乐正向中介培训方式对品牌态度和知识保留的影响。此外，内在动机仅在训练的延迟效应中显示出显着的调节作用。研究结果对学术界和专业人士都具有重要意义。