ABSTRACT

This study sought to evaluate the necessity of formulating an experiential learning framework incorporating virtual tourism to augment decision-making competencies among undergraduate students majoring in tourism within China. By surveying 501 students enrolled in five universities situated across locales in Shanxi and Yunnan provinces, the investigation employed an online questionnaire to scrutinize the requisites for decision-making proficiency and experiential learning integrated with virtual tourism. Key discoveries encompass a pronounced demand for knowledge acquisition, particularly emphasizing the significance of expert insights (with the highest modified Positive Need Index, PNI modified, of 0.455) in intricate decision-making scenarios, alongside a propensity for practical decision-making opportunities. Concerning skill development, the capacity to swiftly formulate decisions during exigencies was accorded primacy (PNI modified of 0.250). On an emotional plane, the imperative of maintaining rationality amidst pressure was underscored (PNI modified of 0.250). Within the realm of virtual tourism education, real-time interaction and peer feedback emerged as pivotal, alongside the accessibility of resources and the centrality of immersive experiences. These discernments elucidate the imperative for devising a tailored pedagogical framework that addresses the specific exigencies of students in cultivating decision-making acumen and proficiency in virtual tourism education.