The Effects of Virtual Reality on Consumer Learning: An Empirical Investigation

Author(s): Kil-Soo Suh and Young Eun Lee

Source: MIS Quarterly , Dec., 2005, Vol. 29, No. 4 (Dec., 2005), pp. 673-697
Published by: Management Information Systems Research Center, University of
Minnesota

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 Suh & Lee/Effects of Virtual Reality on Consumer Learning

V jllCil Ld IV RESEARCH ARTICLE

The Effects of Virtual Reality on

Consumer Learning: An Empirical
Investigation1

By: Kil-SooSuh by mitigating the problems associated with con

School of Business sumers' lack of physical contact with products.
Yonsei University However, while the employment of VR has in
134 Shinchon-dong, Seodaemoon-ku creased in B2C e-commerce, its impact has not
Seoul 120-749 been explored extensively by research in the IS
KOREA field.
kssuh@base.yonsei.ac.kr
This study investigates whether and under what
Young Eun Lee circumstances VR enhances consumer learning
Sauder School of Business about products. In general, VR enables consu
University of British Columbia mers to learn about products thoroughly by pro
2053 Main Mall viding high-quality three-dimensional images of
Vancouver, British Columbia V6T 1Z2 products, interactivity with the products, and in
CANADA creased telepresence. In addition, congruent with
lee@sauder.ubc.ca the theory of cognitive fit, the effects of VR are
more pronounced when it exhibits products whose
salient attributes are completely apparent through
visual and auditory cues (because most VR on
Abstract
desktop computers uses only those two sensory
modalities to deliver information). Based on these
As competition in business-to-consumer e
attributes, we distinguish between two types of
commerce becomes fiercer, Web-based stores are
products?namely, virtually high experiential
attempting to attract consumers' attention by ex
(VHE) and virtually low experiential (VLE) pro
ploiting state-of-the-art technologies. Virtual reality
ducts?in terms of the sensory modalities that are
(VR) on the Internet has been gaining prominence
used and required for product inspection. Hypoth
recently because it enables consumers to experi
eses arising from the distinctions expressed by
ence products realistically over the Internet, there
these terms were tested via a laboratory experi
ment. The results support the predictions that VR
interfaces increase overall consumer learning
1Ron Weber was the accepting senior editor for this about products and that these effects extend to
paper. Vivek Choudhury was the associate editor.
Dennis Galletta, Lome Olfman, and Jason Thatcher VHE products more significantly than to VLE
served as reviewers. products.

MIS Quarterly Vol. 29 No. 4, pp. 673-597/December 2005 673

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Suh & Lee/Effects of Virtual Reality on Consumer Learning
Keywords: Virtual reality, consumer learning,
interface design in e-commerce, cognitive fit
Introduction -_-__ _-_ ___-_ _
As competition in business-to-consumer e
commerce becomes fiercer, Web-based stores are
adopting and using state-of-the-art technologies in
their attempts to attract the fickle and selective
attention of consumers. Toward this end, virtual
reality (VR) has emerged as a technology that
provides users with realistic, interactive computer
environments (Li et al. 2001). VR interfaces pro
vide high-quality three-dimensional images of
products, interactivity with the products, and
increased telepresence (Klein 2003; Steuer 1992).
With the assistance of VR, users can experience
products virtually by examining and manipulating
the visual images, functions, and features of pro
ducts in a variety of ways. VR brings verisimilitude
to Web-based stores, partially alleviating the major
constraints caused by the lack of contact between
consumers and products online (Klein 2003).
Previous marketing research into three-dimen
sional (3D) advertising (which is made possible on
a two-dimensional (2D) screen using VR tech
nology) has demonstrated that consumer learning
is enhanced by such interfaces (Li et al. 2001,
2002, 2003). Compared to products presented in
2D modes, consumers tend to understand
products better, prefer them to other products, and
are more inclined to buy products when they are
presented with 3D advertising. However, while the
employment of VR has increased in B2C e
commerce, its impact has not been explored
extensively by research in the IS field (Walsh and
Pawlowski 2002).
Thus, the first goal of this study is to examine
whether the use of VR in Web-based storefronts
positively influences consumer learning, including
consumer intentions to purchase. While positing
a positive overall effect from the use of VR, we
assert that its effectiveness is greatest when the
qualities of VR correspond to the salient attributes
of products, specifically, the attributes consumers
674 MIS Quarterly Vol. 29 No. 4/December 2005
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consider most important in their purchase deci
sions. This argument is based on the theory of
cognitive fit, which identifies a contingent effect of
technologies: better performance results when
interfaces correspond to the nature of particular
tasks to be accomplished (Goodhue and Thomp
son 1995; Vessey 1991). In the context of B2C e
commerce, the nature of any particular product is
an important influence on consumer tasks, parti
cularly in processes of searching for and acquiring
information and making decisions about purchases
(Levin et al. 2003; McCabe and Nowlis 2001).
Consequently, the second objective in this study is
to investigate whether and how the impact of VR
on consumer learning may be contingent upon
product type.
We investigate the moderating effect of product
type on VR effectiveness in terms of the sensory
stimuli VR is able to convey. In particular, current
VR can reasonably generate and transmit only
visual and auditory stimuli through monitors and
(sometimes) speakers, given that the kinds of VR
adopted by most Web-based stores do not employ
more sophisticated tools, such as force-reflecting
devices. Hence, the effects of VR are manifested
only when it represents products that require vision
and hearing for inspection. We use the term
virtually high experiential (VHE) to characterize
such products and to distinguish them from
virtually low experiential (VLE) products, whose
evaluation is best accomplished by senses other
than vision or hearing.
In the sections below, we first review previous
research on VR and consumer learning in order to
derive our hypotheses on the overall impact of VR
on consumer learning. Next, we present a review
of existing literature on the theory of cognitive fit
and product attributes, which provides a founda
tion for our theories on the relations between
different product types and VR. We then explicate
product types and predict the moderating effects of
the different product types on consumer learning.
Our research method is explained, including the
operationalization of independent and dependent
variables and the experimental design and
procedures. Data analysis and results are pre
sented in the subsequent section. Finally, we
 Suh & Lee/Effects of Virtual Reality on Consumer Learning
conclude with a summary of the results of the
experiment, the implications for theory and
practice, and suggestions for future research.
Theoretical Background
and Hypotheses __ __-_-__-_-__- -.
Figure 1 presents the research model developed
and applied in this study. The figure illustrates that
VR, with high media richness, interactivity, and
telepresence, enhances consumer learning about
products. In addition, VR can best replicate con
sumer inspections of products that require vision
and hearing, because VR on desktop computers
generally uses only these two sensory modalities
to deliver information. Hence, the effects of VR
are more pronounced when it exhibits VHE
products whose salient attributes are completely
apparent through visual and auditory cues, while
the effects are limited in regards to VLE products
whose salient attributes are best described by
other sensory cues or from secondary sources.
These assertions and the corresponding hypoth
eses are developed below.
Virtual Reality
VR is a computer-generated, interactive, 3D
environment in which people become immersed
(Wexelblat 1993). Depending on the extent of this
immersion, VR applications can be classified into
two categories: immersive VR and non-immersive
VR (Mills and Noyes 1999). In the former, users
wearing head-mounted displays are totally sur
rounded by enclosed virtual environments. Non
immersive VR, on the other hand, is conveyed
most commonly by desktop or laptop computers.
Thus, users' VR experiences are limited to what
they see on their display monitors and what they
hear from their speakers. The present study
focuses on non-immersive VR interfaces, because
most Web-based stores have implemented non
immersive VR, generally due to the high expense
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and cumbersome equipment required for
immersive VR.
VR provides high media richness (i.e., high levels
of representational quality and volume of content
in a mediated environment). The degree of media
richness is determined by the sensory depth and
breadth of an interface (Steuer 1992). Depth
refers to the quality of information within each
channel. Breadth, on the other hand, refers to the
number of sensory dimensions simultaneously
presented. VR increases sensory depth, espe
cially in the visual sense, as it can transmit more
detailed 3D images than 2D static images,
particularly through zoom and rotation functions
(Klein 2003). Simultaneously, VR has the capa
bility to increase the breadth of a sensory interface
inasmuch as it often stimulates multiple sensory
channels, although, in the context of B2C e
commerce, most VR targets only two senses:
vision and hearing.
VR also provides high interactivity (i.e., the degree
to which users can manipulate the form and
content of a mediated environment in real time;
Steuer 1992). Interactivity is achieved when users
are provided with immediate feedback through
their perceptions that a mediated environment is
modified based on their input (Klein 2003). This
relates to the prominent features of VR. It offers a
high level of control over computer-mediated
environments, both in terms of user abilities to
adjust the information according to their individual
interests and concerns, and, in general, their ability
to be active, rather than passive, in their
engagement with the information (Pimentel and
Teixeira 1994, pp. 20-21).
Through high media richness and interactivity, VR
can generate compelling feelings of telepresence
(Biocca 1997; Klein 2003). Telepresence is a
sense of "being there" in an environment by means
of a communication medium (Reeves and Nass
1996; Steuer 1992). Based upon sensory stimuli
conveyed by a VR interface, human beings can
create a perceptual illusion of being present and
highly engaged in a mediated environment, while
they are in reality physically present in another
place (Biocca 1997).
MIS Quarterly Vol. 29 No. 4/December 2005 675
Suh & Lee/Effects of Virtual Reality on Consumer Learning

Interactivity -x- Attitude

I Telepresence I Purchase Intent
I H4a, H4b, H5, H6

Fit (Sensory modalities used by VR and

required for product descriptions)

Vision and Hearing_

_Product Types_
Virtually High
Experiential Products

Virtually Low
Experiential Products

Figure 1. Research Model

Consumer Learning environments (Hoch and Deighton 1989). VR

reduces ambiguity by providing rich information,
Previous research has indicated that rich, interand it motivates consumers by enabling them to
active, and engaging presentations of informationinteract with products (Kempf and Smith 1998).
enhance consumer learning (Kim and Biocca Thus, by providing VR, Web retailers can positively
1997; Li et al. 2003). Consumer learning refers to
influence consumer learning about products.
any process that changes a consumer's memory
and behavior as a result of information processing
Lavidge and Steiner (1961) first established a
(Arnould et al. 2001). Learning is open to outside
research tradition that has investigated consumer
influences, given that it is not always a process of
achieving absolute truth; furthermore, it remains learning from three dimensions (cognitive, affec
vulnerable to external factors such as consumers' tive, and conative), and that has accumulated a
familiarity with particular products, their motiva rich history of research. For instance, it has been
asserted that,
tions, and the ambiguity of various information

676 MIS Quarterly Vol. 29 No. 4/December 2005

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 Suh & Lee/Effects of Virtual Reality on Consumer Learning
traditionally, effective consumer learning
is assumed to be a critical mediator of
consumption and ascertained from cogni
tive, affective, and conative dimensions.
Likewise, numerous techniques for mea
suring effectiveness are intended to
examine components from the same
domains (Li et al. 2003, p. 398; emphasis
added).
The sequence along which the three dimensions
occur has yet to be fully explicated, however.
Hierarchical models of effects have posited that
the process is sequential, beginning with cognition,
proceeding through affects, and concluding with
conation. In practice, consumers first comprehend
cognitively a given message and form positive,
neutral, or negative attitudes toward products.
They then develop their intentions for action.
However, for less-complicated products that can
be sampled relatively easily, researchers have
proposed an alternative path from cognition to
conation and affect (see Smith and Swinyard
1982). Confronted with such disagreements
regarding the actual sequence, Maclnnis and
Jaworski (1989) have provided an integrative
framework that includes antecedents to learning,
information processing, and consequences of this
process. Notably, their framework separates infor
mation processing from its consequences. Fol
lowed by exposure to stimuli, information pro
cessing occurs. As a result, cognitive, affective,
and conative responses are invoked.
In the present study, we examine VR effects on
consumer learning in terms of cognitive, affective,
and conative dimensions, based on observations
made by Maclnnis and Jaworski (1989) and Li et
al. (2003).2 The cognitive dimension determines
the extent to which information about products
enhances consumer comprehension. It can be
measured based on either actual or perceived
2The sequence along which the three dimensions occur
is not considered in this paper because we do not intend
to partake in the debate in the marketing field, which
remains unresolved. Benbasat and Zmud (2003) have
warned IS researchers of the danger of including or over
investigating issues that are best left to scholars in other
disciplines.
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knowledge (Bettman and Park 1980). The affec
tive dimension, on the other hand, identifies
whether or not consumer attitudes are influenced
by particular stimuli (McKenzie et al. 1989).
Finally, conative measurements investigate behav
ioral responses to various stimuli, such as pur
chase intentions that may be invoked by the stimuli
(see Li et al. 2003).
In terms of cognitive processes, Kempf and Smith
(1998) have claimed that product trials enhance
consumer comprehension about products. The
richness of VR allows consumers to examine
realistic 3D images of products from various
angles and distances. The interactive capabilities
of VR permit them to sample various product func
tions and features. Simultaneously, consumers
experience strong telepresence, which engages
them in learning processes and hence increases
their comprehension of the objects (Klein 2003; Li
et al. 2003). On the other hand, consumers feel
less telepresence in static interfaces consisting of
still pictures, inasmuch as pictures are relatively
lean media compared to VR. Moreover, they are
rarely interactive. Therefore, we expect that VR
interfaces can enable consumers to comprehend
products better than static interfaces.
H1a. Compared to static interfaces, VR
interfaces increase consumers' actual
product knowledge.
H1b. Compared to static interfaces, VR
interfaces increase consumers' per
ceived product knowledge.
Next, from the perspective of the affective and
conative dimensions, consumers form either posi
tive, neutral, or negative attitudes and purchase
intentions toward products as they examine the
products. VR, with its higher media richness, in
creased interactivity, and higher telepresence,
affects consumers' attitudes and purchase inten
tions regarding products more significantly than
static pictures. However, more-thorough examina
tions of products do not always result in positive
consumer attitudes and strong purchase inten
tions. If consumers realize the drawbacks of a
product, the influence on their attitudes and
MIS Quarterly Vol. 29 No. 4/December 2005 677
Suh & Lee/Effects of Virtual Reality on Consumer Learning
purchase intentions is negative. Regardless of
whether the influence is positive or negative, the
enhanced examination of products possible with
VR can change consumers' attitudes and pur
chase intentions.
H2. Consumers' attitudes toward products
presented with VR interfaces differ from
their attitudes toward products presented
with static interfaces.
H3. Consumers' purchase intentions toward
products presented with VR interfaces
differ from their purchase intentions
toward products presented with static
interfaces.
Theory of Cognitive Fit and
Product Types
While VR generally influences consumer learning,
the degree to which VR affects consumer learning
varies contingent upon the particular product type
being examined. The theory of cognitive fit posits
that a match between IT applications and users'
tasks is important for the realization of positive
results from IT (Vessey 1991). Goodhue and
Thompson (1995) have found that, when users
perceive that the characteristics of a technology
match the characteristics of their tasks, they be
lieve the technology exerts a more positive impact
on their effectiveness and productivity in achieving
their goals. Furthermore, prior marketing research
has demonstrated that an important influence on
the consumer task is the nature of the product
(McCabe and Nowlis 2001). That is, the attributes
of products affect consumers' tasks of searching
for and acquiring information and making decisions
about their purchases (Levin et al. 2003). Given
the influence of product type on consumers' tasks,
we claim that the advantages of VR are aug
mented only in relation to products whose critical
attributes can be assessed adequately by the
characteristics of VR.
Consumers can experience products in three
ways: directly, indirectly, and virtually (Li et al.
678 MIS Quarterly Vol. 29 No. 4/December 2005
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2003). Specifically, consumers experience pro
ducts with physical or actual trials (i.e., direct
experience), through secondhand source informa
tion such as advertising or labels (i.e., indirect
experience), or with virtual representations of the
products, such as by using VR (i.e., virtual
experience). The primary difference between the
three lies in the human senses that are involved.
All five senses of active organisms (i.e., orien
tation, hearing, touch, taste-smell, and vision) can
be used in direct experience (Klein 2003;
Schiffman 1990). Conversely, none of these
senses are used directly in indirect experience,
because no physical contact with products is
involved. Two senses (i.e., vision and hearing) are
used in virtual experiences, because the VR
adopted by most Web-based stores uses only
monitors and speakers.3
The distinction between virtual and direct experi
ences parallels distinctions that can be made
between different kinds of product attributes
because experiencing different attributes requires
the use of distinct senses. Specifically, direct
experiences are most suitable for experience
attributes (e.g., the taste of food; see Table 1)
because the use of one or more of the five senses
is often required (Nelson 1975). Indirect experi
ences, on the other hand, are sufficient for search
attributes (e.g., calories of food) that do not involve
the direct use of these senses (Wright and Lynch
1995). However, attributes that are best supported
by virtual experience have not been fully explicated
by previous research.
Web-based VR does not support receivers' touch, taste
smell, or orientation because it does not employ the
devices required for replicating such sensations,
including head-mounted displays and force-reflecting
devices. On the other hand, vision is considered to be
the most important sense in the context of generating
virtual experiences through realistic 3D displays (Gigante
1993; Pimentel and Teixeira 1994, p. 95). VR can also
generate auditory sensations. However, auditory stimuli
play a secondary role in the generation of virtual
experiences when accompanied by visual stimuli
(Pimentel and Teixeira 1994, pp. 95-98). Thus, in the
present study, products are characterized primarily by
their visible qualities.
 O CD r~CD 3

=! button o
<d modalities of a camera shutter o

^ visual/ auditory channels choice, and the click j|.

? environment using auditory sensory bed frame, color ^

Eg a mediated Attributes through visual or movement of a sofa- ?

contact using full experience perfume

2. Experience about products in Experiential be described only wristwatch, the g

Experiential Attributes
Product that one The appearance of
Experience about products sources (No direct Attributes be fully described vitamins, calories of =*

Indirect Consumers learn Secondary N/A Search Attributes that can Components of co

Product Sensory Attributes

? from secondary physical contact by secondary food r Experience Definition Media Used Modalities Used Examined Definition Examples
Experience about products (Physical contact) vision, hearing, Attributes can assess only clothing, the taste of
^ Virtual Consumers learn VR interface* Vision, hearing Virtually Attributes that can The shape of a o

0 sources without involved) sources JL

5- II I I I I I I o

Product Experience Product Attributes

j^ *VR interface refers to the VR operated on a desktop platform, given the current state of technology. c

Table 1. Summary of Product Experience and Attributes

sensory modalities

| physical contact 5?

CD g
o 2CJi ^ (O CQ

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Suh & Lee/Effects of Virtual Reality on Consumer Learning
In this light, Li et al. (2003) have discussed types
of products that are suited for virtual experience by
investigating the senses used for conveying the
products. They have classified products as geo
metric, material, or mechanical. Geometric pro
ducts are those whose attributes consumers can
understand fully by visual cues, whereas material
products are those whose attributes require haptic
cues (i.e., physical touching) in addition to visual
inspection (McCabe and Nowlis 2001). Mechani
cal products, a third category corresponding to
consumer desires to interact with a product when
examining it, are those whose attributes can be
evaluated by behavioral interaction in addition to
merely touching the product (Li et al. 2003).
Despite the contribution by Li and his colleagues to
the classification of product types based on virtual
experience, this classification system is not
exhaustive. They deal only with visual and haptic
senses with little explanation of other senses.
Geometric products are related primarily to vision,
material products are associated with vision and
touch, and mechanical products involve vision and
touch (because behavioral interaction is achieved
through a visual sense in VR). Thus, products
whose attributes require senses other than vision
and touch do not fall into any of these categories.
Consider a bag of potato chips and a candy bar,
the examples of geometric products proposed by
Li et al. (2003). These products require con
sumers' taste and smell for satisfactory information
to be obtained, not just vision, the sense that
characterizes geometric products. Thus, this type
of product is not exactly a geometric product, but
neither is it explicitly a material nor a mechanical
product.
Furthermore, because this classification does not
effectively distinguish the senses that are most
suitable for virtual experiences from those that are
not, it is difficult to predict the impact of virtual
experience consistently. For example, to assess
material products (e.g., a sweater), consumers
must see and touch them. Thus, both visual and
haptic senses are important. However, because
VR cannot fully support haptic senses, consumers
can assess only those attributes requiring visual
cues. Thus, the effects of virtual experience on
680 MIS Quarterly Vol. 29 No. 4/December 2005
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this type of product are not anticipated easily.
Given the absence of a proper product type
associated with the effect of VR that emphasizes
the use of vision and hearing, we provide a new
classification of product types. Specifically, we
refer to the attributes that can be experienced with
visual and auditory senses as virtually experiential
attributes. This category includes (1) the shape
and appearance of a product (e.g., the shape of
wristwatches and the appearance of furniture),
(2) possible changes in the form of a product (e.g.,
the assembly of a toy, the movement of a sofa-bed
frame) and possible changes in its content (e.g.,
color choice), and (3) the sound of a product (e.g.,
the click of a camera shutter button).
In contrast, product attributes that can only be
assessed through senses other than vision and
hearing are not assessed ideally through virtual
experience in the current state of technology.
Furthermore, the attributes that are better
assessed through indirect experience generally
cannot be examined by virtual experiences in
satisfactory ways. In other words, certain attri
butes are not virtually experiential at this time. For
example, the bouquet of wine, which requires
consumers to use another sensory channel, or the
reliability of a PDA, which can be examined
satisfactorily through secondary sources, are not
virtually experiential attributes.4
We define salient attributes of products as those
attributes that are most prominent and important
when consumers make decisions about pur
chasing the products. For example, with clothing
and similar products, consumers emphasize the
ability to examine the designs of the products,
while with products like compact disks they like to
listen to the products. We refer to products whose
salient attributes are mainly virtually experiential as
virtually high experiential (VHE) products. We
refer to products whose salient attributes are not
4We are positing that the effects of virtual experiences
are enhanced insofar as VR supports the sensory stimuli
required for consumers to assess particular attributes
faithfully and realistically. Hence, no matter how crea
tively a VR interface is designed, some attributes can be
best appreciated with senses other than vision and
hearing. Therefore, for these attributes, the additional
knowledge gained by VR viewers will be limited.
 Suh & Lee/Effects of Virtual Reality on Consumer Learning
primarily virtually experiential as virtually low
experiential (VLE) products.
These types of products moderate the degree to
which VR affects consumer learning, since the
strengths of VR (media richness, interactivity, and
telepresence) are enhanced by visual and auditory
cues. That is, visual and auditory cues intensify
media richness of VR, establish interactivity,5 and
build perceptual illusions that generate tele
presence. Therefore, when VR is applied to VHE
products, consumers are able to visually examine
and interact with products by sampling features of
the products. However, when VR is used for VLE
products, the functionality of VR may not be as
useful as it is for VHE products because the
salient attributes cannot be represented effectively
through vision and hearing. Thus, VR for VLE
products does not contribute as much to con
sumers' knowledge, attitudes, and purchase
intentions as it does for VHE products.
H4a. Increases in consumers' actual know
ledge, effected by VR interfaces, are
more significant for VHE products
than VLE products.
H4b. Increases in consumers' perceived
knowledge, effected by VR interfaces,
are more significant for VHE products
than VLE products.
H5. The impacts of VR interfaces on con
sumer attitudes toward products are
more significant for VHE products
than VLE products.
H6. The impacts of VR interfaces on con
sumer purchase intentions toward
products are more significant for VHE
products than VLE products.
5The interactivity of VR is represented in a series of
visual states portraying the forms or content of products.
Consider the operation of a camera shutter as an
example: the shutter is closed in the initial stage; the
user provides an input (e.g., a mouse click); this input
provokes the shutter button to be pressed and released;
the shutter opens and closes accordingly. The sequence
of visually changing states of the camera manifests the
user's interaction with the camera.
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Research Method
A laboratory experiment was employed to empi
rically test the effects of VR on consumer learning
and the moderating effect of product types. The
experiment allowed close control over indepen
dent, moderating, dependent, and possibly con
founding variables to achieve a high degree of
internal validity (Singleton and Straits 1999, p.
183). To enhance mundane realism, the similarity
of experimental events to real experiences (Single
ton and Straits 1999, p. 194), and the generali
zability of the findings, we selected products sold
in real Web-based stores and interfaces developed
by a commercial VR application provider.
Experimental Design
A 2 x 2 factorial design with a within-subject factor
and a between-subject factor was used. The
within-subject factor, interface design, had two
levels: VR and static. The between-subject factor,
product type, had two levels: VHE and VLE.
Besides economizing on the number of partici
pants (Gravetter and Wallnau 2000), the use of a
within-subject design for the interface design
enabled control over individual differences in
comprehension and memory abilities, which
otherwise could have significantly influenced the
dependent variables (Stemthal and Craig 1982).
Because interface design was a within-subject
factor, different products were employed for each
interface design. This prevented the learning
effect that could occur through repeated searches
for information about the same products. How
ever, if the differences between products were too
dramatic, a fair comparison of independent vari
ables could not be drawn. Consequently, the inter
face effect would not be detected. If consumers
preferred certain products much more strongly
than others, for example, it would be unlikely that
interface design would change their attitudes.
Therefore, controlling for consumers' previous
attitudes toward products was essential. Con
ducting a pretest and counterbalancing products
for each interface accomplished this outcome.
First, the pretest was conducted with a pilot group
MIS Quarterly Vol. 29 No. 4/December 2005 681
Suh & Lee/Effects of Virtual Reality on Consumer Learning

miitli VR Static

lllllJllj H2 : H3 H4 j
VHE [|^=p^
Product ii llliiiiii I ,,? "|lliSli:llill|! Hi: VHE product
|| H1 Blmil I H3 MKm Li: VLE product
:. . . . .v.T.":.-.;.::;r.7:-.: j. 1,2,3,4 (the number
; ;. . .,.-\ of products)
L1 L2 L3 L4

Product !| T^ I I H^ Ii
L1 L2 L3 L4

Figure 2. Counterbalancing Products

students taking ato

that was demographically similar financial
the management course in
experiment
participants. Purchase intentions
a large university. Participation was voluntary; all and
for 10 VHE
10 VLE products were measured.
participants were offered
Among $10 gift certificates
them, to
four products ranking fourth
encourage their to seventh
participation in Of
in the experiment. each
the 85 participants,
product type were selected, because 57 werethemale and 28 were
inclusion
of the most or least preferred
female. On average, products
they were 23.3 years old,
could
hinder realization of the and
interface effect.
85 percent were business In
students. Theyaddi
tion, as shown in Figure surfed
2,the Internet for 12.63 hours per week, and
we counterbalanced
products for each interface.
71 percentUnder
had previous experience
the with VHE
VR (87(and
percent
VLE) conditions, half the had previously purchased products
participants were in pre
Web-based
sented the first and third stores). A Chi-square
products in VR analysis
and re the
second and fourth products in
vealed no static
significant pictures.
differences in gender, area of The
other half was presented study,the
previousinterfaces
experience with VR, or in
online the
purchaseany
reverse order. To eliminate experience among the groups.extra
potential A one
way ANOVA further
neous effects in the experiment revealed no significantwere
participants
assigned randomly to eachdifferences between the groups
condition andin terms of age,
asked to
number of years in university, or
navigate freely around demonstrations of average
the time four
products. spent surfing the Internet. Participants were also
asked if they possessed sufficient product
knowledge to make suitable purchase decisions on
a seven-point Likert scale (1 for "strongly disagree"
Participants and 7 for "strongly agree"). Their prior knowledge
of each class of products was not statistically
For the main experiment, 85 participants were different (VHE = 3.7, VLE = 4.1, t = 1.269, p =
drawn from a pool that comprised undergraduate .208).

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 Suh & Lee/Effects of Virtual Reality on Consumer Learning
Web-Based Store Design
Interface Design
We constructed four Web-based stores, each
offering four products. Two used a VR interface;
two used a static interface. With the exception of
counterbalancing the interfaces, the two stores for
each product type were identical. They contained
the same products, information, and design, there
by ensuring information symmetry.
Hoffman and Novak (1996) have categorized
information technologies into the groupings of
dynamic and static. Dynamic technology includes
audio, full-motion video, and animation, while static
technology contains text, images, and graphics.
Accordingly, VR interfaces, as a kind of dynamic
technology, employ 3D representations of pro
ducts, while static interfaces are built around still
pictures of products.6
The Web-based stores were developed using
HTML, ASP (Active Server Page), JavaScript, and
Flash, all of which are commonly used by online
stores. Each Web-based store consisted of an
introduction page, a page with product lists, and
four detailed-information-about-product pages.
Product-display windows were attached to each
page. From the product-list pages, participants
were able to proceed to pages detailing informa
tion about each product by selecting the product
names. The detailed-information-about-product
pages contained both specific information about
the products (such as functions, features, sizes,
and benefits), and "Show Me This Product"
buttons. Selecting these buttons led to product
display windows, in either a VR or a static
interface, which allowed participants to examine
the products. Appendix A provides examples of
the VR and static interfaces for a sample product.
The VR interfaces were developed in collaboration
with a commercial VR application provider, 3DIGM
Co. Ltd. The same programmer, who was not
6A pilot study indicated that the quantity of pictures on a
Web site (single or multiple) causes no significant impact
on dependent variables for VHE products; hence, a
single picture was used for the static format.
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informed of the research objective, built VR inter
faces for all eight products to ensure that the
quality and functions of the VR were as similar as
possible for VHE and for VLE products. 3DIGM's
virtual-reality engine, NOVA, extending VRML 97,
was used to implement the VR interface.
Participants viewed this VR interface using
3DIGM's VR plug-in, NOVA Viewer. The Web
based stores were stored on a commercial Web
server that participants accessed through a LAN
with a T1 connection. IBM-compatible 1.4 GHz
Pentium4 PCs with 256 megabytes DDR SDRAM,
17-inch color monitors, and GeForce, a VR sup
porting graphics card, were used for the experi
ment. Participants browsed the Internet using
Microsoft Internet Explorer (Version 5.5). With this
configuration, retrieval of information, including VR
representation, was almost instantaneous.
Choice of Products
We chose a computer table as a VHE product
because the salient attributes center on external
appearance and functionality that can be fully
represented by visual stimuli. Consumers could
examine the external appearance, such as the
table design, by rotating the image and by magni
fying or diminishing it. In addition, they could
examine alterations to the table, for example, by
adjusting the height or angle of the table, opening
and closing drawers, and pulling out keyboard
trays. We selected a desktop computer for our
VLE product because most of its salient features
cannot be effectively described by vision and
hearing. Rather, they can only be described
sufficiently by secondary sources (e.g., CPU type,
memory size, and hard-disk storage capacity).
The components for which appearance (i.e., visual
stimuli) would generally be important, including
peripherals (e.g., a monitor, speakers, keyboard,
and mouse), were excluded from the description
(hence, from the product display), and only the
main processor unit was included in the experi
ment. Recall, four products in each product type
were selected to prevent learning effects and to
increase the generalizability of the results.
For a manipulation check, a pretest was conducted
with 35 participants who were demographically
MIS Quarterly Vol. 29 No. 4/December 2005 683
Suh & Lee/Effects of Virtual Reality on Consumer Learning
similar to the main experiment participants. The
salient attributes for the two types of products were
ascertained using Fishbein and Ajzen's (1975)
free-elicitation method. Participants were asked to
write down the attributes that would be important
to them when buying computer tables and desktop
computers. They were directed to report the attri
butes related to product quality per se, putting
aside other attributes such as price and brand that
might influence their perceptions of product quality.
For the computer table, 94 percent of the respon
dents listed appearance as the most salient attri
bute, followed by convenience of use (56 percent),
durability (53 percent), functionality (50 percent),
and storage space (35 percent). For the desktop
computer, the most salient attribute was perfor
mance (71 percent), followed by features (66
percent), appearance (54 percent), capacity for
future expansion (43 percent), warranty (43 per
cent), and reliability (23 percent). This result is
consistent with our definitions of VHE and VLE,
thereby ensuring the manipulation was successful.
To ensure that this manipulation would also be
successful in the main experiment, on the post
experimental questionnaire, participants were
asked to rate the degree to which each attribute
was experiential by VR on a seven-point Likert
scale (1 for "VR did not enable me to experience
this attribute at all" and 7 for "VR fully enabled me
to experience this attribute"). This method was
adopted from a study by Kempf and Smith (1998),
which parallels our research purpose and context.
For the computer table, all attributes with the
exception of durability had relatively high experi
entiality ratings (above 4) on the seven-point scale.
In contrast, only one of the six salient attributes
(i.e., appearance) was classified as relatively high
for the desktop computer. The weighted average
experientiality ratings of all of the salient attributes
for the computer table and the desktop computer
were 5.10 and 3.16 respectively.
The participants were also asked to classify the
given products into VHE or VLE categories after
the experiment, and the result again confirmed the
success of the manipulation. Over 90 percent
(90.7 percent) of the participants presented with
computer tables categorized the products as VHE,
while 78.6 percent of the participants viewing
684 MIS Quarterly Vol. 29 No. 4/December 2005
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desktop computers classified the products as VLE
(X2 = 41.47, p <.0001). Hence, we believe our
identification of a computer table as a VHE product
and a desktop computer as a VLE product is valid.
Dependent Variables
Recall, the effects of VR on consumer learning can
be measured in cognitive, affective, and conative
dimensions (Hutchinson and Alba 1991; Li et al.
2002, 2003; Lutz 1975). We adopted actual and
perceived knowledge as indicators of cognitive
learning (Bettman and Park 1980). Actual knowl
edge was measured by a comprehension test.
Such tests have been employed previously by a
number of studies on the effects of information
presentation formats (Agarwal etal. 1999; Jarven
paa and Machesky 1989). This type of test exam
ines elements in a presentation with the intention
of measuring whether viewers identify the ele
ments correctly (Gemino 1999). Six items con
taining correct or incorrect information about the
products in the experiment were developed. The
content validity of all items was assessed carefully
by conducting a pilot test employing participants
demographically similar to the experimental group
(to ensure that the questions were not biased
toward specific interfaces or products). The parti
cipants answered 45 out of a total of 48 questions
correctly, demonstrating no differences in the rate
of correct answers across interfaces and products.
Given the high rate of correct answers, only minor
revisions were made to the questionnaire, which
was used for the experiment.
To assess perceived product knowledge, three
existing Likert-scale items were adopted (Li et al.
2002; Smith and Park 1992). Participants' atti
tudes toward the products were measured by
adopting an established scale using seven-point
semantic differential items (Bruner 1998; Li et al.
2003). Participants' purchase intentions were
assessed using an existing seven-point semantic
differential scale (Bearden et al. 1984; Li et al.
2003). The participants answered these questions
for each of the four products separately.
We measured the relative preference between the
products using a pair-wise comparison method for
 Suh & Lee/Effects of Virtual Reality on Consumer Learning
further analysis. This method has a foundation in
analytical hierarchy process (AHP), which allows
comparisons of many alternatives, yielding a rela
tive preference for each alternative (Saaty 1980).
Participants were presented with a pair of products
and were asked to distribute 100 points depending
on the degree to which they preferred each
individual product.
Experimental Procedure
Prior to undertaking the experiment, participants
were assigned randomly to one of the four treat
ment conditions and trained for 10 minutes with
each of the VR and the static interfaces. To
ensure identical training, the same instructor
taught each participant. After the participants fully
understood how to manipulate the interfaces, they
were asked to navigate freely around the Web
based store for as long as they wanted. The parti
cipants spent about 1 minute reviewing detailed
information for each product. No significant time
difference existed between the products presented
in the VR interface (66 seconds) and in the static
interface (59 seconds). Nonetheless, participants
used more time to view displays on products in the
VR interface (148 seconds) than the static inter
face (45 seconds). Examining products through
VR usually takes more time because interactive
VR product visualization allows participants to
move, rotate, and magnify images. After navi
gating around the store, participants were asked to
minimize their browser windows and to complete
the actual knowledge test. Next, participants
continued with the remainder of the experimental
session while referring to the sites. Each stage of
the experiment began with the distribution of ques
tionnaires and ended with their removal, because
questionnaires from the prior stage might influence
responses in later stages.
Results and Analysis _ _
Analyses of all dependent measures were con
ducted using SPSS for Windows Version 10.0.
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Cronbach's Alpha was used to assess reliability for
perceived knowledge, product attitudes, and pur
chase intentions. All constructs displayed accep
table levels (.79, .95, and .96, respectively).
Furthermore, the scales were tested for internal
consistency and a specified factor structure using
confirmatory factor analysis, which indicated they
were unidimensional (Table 2). Composite mea
sures for perceived product knowledge, product
attitudes, and purchase intentions were then
constructed by aggregating the multiple items.
These measures were used in the subsequent
analyses.
Prior research suggests that experience (Taylor
and Todd 1995) and gender (Gefen and Straub
1997) influence individuals' perceptions and use of
IT. We first tested whether demographic differ
ences explained variance in the dependent
variables. Multivariate regression analyses found
no significant covariate effects of gender and
experience (F(16, 150) = 1.05, p = .41 in Wilks'
test). Thus, based on the principle of parsimony
(Box et al. 1994, p. 16), we did not include these
variables in the subsequent analysis.
Table 3 shows the means and standard deviations
of the dependent variables. The Pearson's pro
duct-moment correlation coefficients indicate that
the dependent variables were moderately corre
lated with each other. Thus, the MANOVA model
was applied to the data to test for interface-design
and the product-type effects on these measures.
The interface-design main effect (F(4, 80) =
34.226, p < .001) and the interaction effect
between interface design and product type were
significant (F(4, 80) = 17.515, p < .001). The pro
duct-type main effect, however, was not significant
(F(4, 80) = 2.159, p>.05).
Because the MANOVA results were significant,
these results were further analyzed using individ
ual ANOVAs to examine the effects of the inde
pendent variables on each dependent variable.
We applied the Bonferroni family adjustment to the
level of significance. We set our value at 0.05/4 or
0.0125 to control for an inflated Type I error that
arises from multiple tests.
MIS Quarterly Vol. 29 No. 4/December 2005 685
Suh & Lee/Effects of Virtual Reality on Consumer Learning

Table 2. Reliability and Factor Loadings

Construct Reliability Item Factor 1 Factor 2 Factor 3
Perceived Product Knowledge .79 PK1 0.31790 0.11963 0.66948
PK2 0.07611 0.11104 0.73991
PK3 0.07219 0.03296 0.71537
Product Attitudes .95 PA1 0.79164 0.37548 0.18622
PA2 0.76585 0.47864 0.17914
PA3 0.69065 0.29558 0.22531
PA4 0.81416 0.39890 0.14449
PA5 0.73632 0.27342 0.17117
PA6 0.79008 0.47727 0.08890
Purchase Intentions .96 PI1 0.45566 0.81167 0.09823
PI2 0.40863 0.85672 0.10525
PI3 0.38981 0.85732 0.15433

_PI4 0.38775 0.83181 0.118

Table 3. Descriptive Statistics

N.N.Product/
Interface_
VH? Product VLE Product
^X. Sub- Sub
Measurement ^\. VR Static tot
Actual Mean 5.35 4.76 5.05 5.08 5.00 5.04 5.22 4.88 5.05

Kn^dge (SP) (-72) (.80) (.56) (.69) (.79) (.59)

Percentile 89.2% 79.3% 84.2% 84.7% 83.3% 84.0% 87.0
Score*
Perceived Mean 5.17 3.23 4.20 4.37 4.06 4.21 4.77 3.64 4.21
Product
Knowledge (S.D.) (.64) (1.09) (.69) (.73) (1.00) (.80) (.80) (
Product Mean 4.93 3.81 4.37 4.50 4.05 4.27 4.71 3.93 4.32
Attitudes ???????????? ???????? ???????? ???????? ?????? ???????? ?????? ????? ????? ???
(S.D.) (.78) (.86) (.37) (.70) (.65) (.53) (.77) (.77) (.86)
Purchase Mean 4.37 3.09 3.73 3.58 3.15 3.37 3.98 3.12 3.55
Intentions (S p^ (Q1) (QQ) (44) (85) (/| QQ) (_3) (Q6
*There are 6 test items, thus percentile score can be calculated by dividing mean score by 6.

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 Suh & Lee/Effects of Virtual Reality on Consumer Learning
Hypotheses Testing
A repeated-measure ANOVA was run to analyze
the effects of interface design and product types
on each dependent variable. Table 4 shows the
results. The interface design significantly affected
all dependent variables. Participants reported
significantly higher scores for the actual product
knowledge test in the VR treatment (mean =
5.22/6.00 or 87.0 percent) than the static treatment
(mean = 4.88/6.00 or 81.3 percent). Thus, H1a,
which predicts that VR interfaces have more signi
ficant effects than static interfaces on consumers'
actual product knowledge, is supported. Per
ceived product knowledge in the VR treatment
(mean = 4.77) was also higher than the static
treatment (mean = 3.64). Moreover, the partici
pants reported more positive attitudes toward
products in the VR treatment (mean = 4.71)
compared to those in the static treatment (mean =
3.93). Likewise, purchase intentions for products
in the VR treatment (mean = 3.98) were more
pronounced than those in the static treatment
(mean = 3.12). These results support hypotheses
H1b, H2, and H3, which predict the superior ef
fects of VR interfaces on perceived product knowl
edge, product attitudes, and purchase intentions.
Product type exhibited a significant moderating
effect in the interface designs for all of the
dependent variables except actual product knowl
edge. For the VHE products, the mean scores of
perceived product knowledge, product attitudes,
and purchase intentions increased 60 percent, 29
percent, and 41 percent respectively when they
were represented by the VR interface. On the
other hand, for the VLE products, the mean scores
increased only 8 percent, 11 percent, and 14
percent respectively (see Figure 3). Therefore
H4b, H5, and H6, which state that the impact of
VR interfaces on perceived product knowledge,
product attitudes, and purchase intentions will be
greater for VHE products than VLE products, are
supported. However, H4a, regarding actual pro
duct knowledge, is not supported at the conser
vative significance level of .0125, although the
enhancement of actual product knowledge by the
VR treatment for VHE products (12.4 percent) was
greater than that for VLE products (1.6 percent).
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To investigate the nature of the interaction effects,
separate t-tests were conducted comparing the
mean differences between the VR and static
treatments of the dependent variables for each
product type. In the case of VHE products, the
values of all three variables were significantly
different between the VR and the static treatments
(t = 122.86, p < .0001 for perceived product knowl
edge; t = 25.06, p < .0001 for product attitudes;,
and t = 24.99, p < .0001 for purchase intentions).
For the VLE products, however, the difference in
purchase intentions between the VR and the static
treatments was not significant (t = 5.85, p = .02),
whereas the other two variables exhibited signi
ficant differences (t = 7.98, p = .0073 for perceived
product knowledge; t = 12.35, p = .0011 for pro
duct attitudes), although the t-values for all three
dependent variables for VHE were greater than
those for VLE. In summary, the results demon
strate that the VR interface increases consumer
learning about VHE products more than it does for
VLE products, but it does not promote purchase
intentions for VLE products.
Additional Analyses: Relative
Preference
Given that the participants' attitudes toward pro
ducts differed significantly even when VLE
products were represented by VR, we analyzed
relative preference to investigate further whether a
real difference existed in preference across dif
ferent product types. Our measurement of relative
preferences ("Which product do you prefer when
you compare the two?") is based on the AHP
method (Saaty 1980). Participants in our experi
ment were given four products. Thus, they com
pared a total of six pairs of products. The analysis
was completed using Expert Choice 2000 (2nd
Edition for Groups). Table 5 shows the results of
the relative preference scores, along with the
inconsistency ratios.
The VHE product H1 received the highest pre
ference score (0.392) when presented by the VR
interface, whereas this preference score dropped
to third place (0.267) when the same product was
MIS Quarterly Vol. 29 No. 4/December 2005 687
Suh & Lee/Effects of Virtual Reality on Consumer Learning

Table 4. ANOVA Results

Actual Product Knowledge Perceived Product Knowledge

(R2 = .616) (R2 = .824)
DF MS F p Power DF MS F p Power
Within-Subjects
Interface Design 1 4.860 10.331 .002** .888 1 53.65 1
Interface Design 1 2.760 5.867 .018 .668 1 28.72 6
* Product Type
Error (Interface 83 .470 83 .453
Design)
Between-Subjects
Product Type 1 .0048 .007 .932 .051 1 .0069 .006 .938 .051
Error (Product 83 .661 83 1.118
Type)_
Product Attitudes Purchase Intentions
(R2 = .527) (R2 = .548)
DF MS F p Power DF MS F p Power
Within-Subjects
Interface Design 1 26.20 36.642 .000** 1.000 1 31.08
Interface Design 1 4.765 6.664 .012* .723 1 7.737
x Product Type
Error (Interface 83 .715 83 1.041
Design)
Between-Subjects
Product Type 1 .403 .967 .328 .163 1 5.662 7.820 .006** .789
Error (Product 83 .417 83 .724
Type)_j_j_
*p<.0125; **p<.01

displayed by the static interface.

VLEMeanwhile,
products did not profess dramat
their
participants' preferences for product H2 preferences,
rose from regardless of the t
the lowest (0.135) to the highest (0.325)
face design
when that
its was used. Although
interface design was changed from and L4 were
static interchanged in their po
to VR.
These results suggest that consumer preferences
third to fourth, the experimental con
toward VHE products can be altered ferences did not vary significantly w
significantly
products
by presenting them with VR interfaces. On were
the represented in VR
other hand, participants who wereinterfaces.
provided with

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 Suh & Lee/Effects of Virtual Reality on Consumer Learning

6 5.17
5
i 4.37
4 _ .- - - <r 406
3*"
J 323
2
" " " "Static
1 .*.VR
0
VHE VLE

Perceived Product Knowle

5 **.-~" " . ?4.5

4 .+ 4.05
3 381
"Static
1 .-*-VR
0
VHE VLE

Product Attitudes

Figure 3. Differences Between VHE and VLE_ \

MIS Quarterly Vol. 29 No. 4/December 2005 689

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Suh & Lee/Effects of Virtual Reality on Consumer Learning

5 4.37
4 _ *.! 3.58
3.09 3/l5
2
1 " " "Static
VR
0
VHE VLE

Purchase Intentions

Figure 3. Differences Between VHE

Table 5. Preference Listing Acros

Inconsistency
Preference 1st 2nd 3rd 4th Ratio

Condition 1 |H1 (0.392)| |H3(0.311)| H4 (0.161) H

VHE_
Product CondJtion2 |H2 (0.325)| |H4 (0.289) | H1 (0.267) H3 (0.119) 0.00

Condition 3 ||_3 (0.372) | -2 (0-270) |n (0.239)] L4 (0.119) 0.00

VLE_
Product Conditjon 4 _3 (0.353) |L2 (0.246)| |L4 (0.207) | L1 (0.194) 0.01

VR = the VR interface static = the static interface

Hi = VHE product Li = VLE product i = 1, 2, 3, 4 (the number of products)

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 Suh & Lee/Effects of Virtual Reality on Consumer Learning
Discussion and Conclusions
VR on the Internet has been gaining prominence
in recent years because it enables consumers to
experience products virtually over the Internet,
alleviating consumers' lack of physical contact with
products. Furthermore, compared to a static inter
face, the results of laboratory experiments demon
strate that participants exhibit significantly higher
levels of actual and perceived product knowledge,
product attitude, and purchase intentions with a
VR interface. The results also demonstrate that
the type of a product (either VHE or VLE) moder
ates the effects of VR interfaces on consumer
learning. Unexpectedly, the moderating effect of
product type on consumers' actual product knowl
edge, effected by VR interfaces, was not sup
ported at the conservative significance level of
.0125. Nonetheless, the moderating effect
seemed to occur because the enhancement of
actual product knowledge achieved by the VR
interface for VHE products (12.4 percent) was
much greater than for VLE products (1.6 percent).
This suggests a potential limitation to our findings,
which is discussed further below. The results of
separate t-tests contradicted our expectation that
VR does not improve participants' actual and per
ceived product knowledge and product attitudes
for VLE products. These results can be explained
by increases in flow, which highly engages and
motivates users in computer-mediated environ
ments, thereby enhancing learning and positive
experiences with products when a technology is
vivid and interactive (Hoffman and Novak 1996).
Several limitations should be considered when
interpreting the results of the present study. First,
the instrument for assessing actual product knowl
edge does not seem sensitive enough to detect
the apparent moderation effect of product types.
The fact that we paid careful attention to the
development of the instrument to ensure it did not
favor any type of products or interfaces might
result in less sensitivity in detecting differences in
results.
Next, we selected products whose salient attri
butes are perceived through their visual aspects
rather than their auditory aspects and hence the
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experiment did not contemplate all sensory stimuli
that VR can reasonably present. However, visual
stimuli are the main sensory cues in producing
virtual experiences (Pimentel and Teixeira 1994, p.
146). Participants reported more positive results
for the VHE products, even with the absence of
auditory cues that might have expanded their
learning about the products. These points suggest
that the focus on visual cues in the product choice
did not significantly inhibit the moderation effects
of product types from occurring.
Another limitation arises due to the use of student
participants. However, because the present study
addressed an individual decision-making situation
in B2C e-commerce with which 87 percent of the
participants had previous experiences and em
ployed tasks that were familiar to students, the use
of student participants does not present a signi
ficant threat to validity (McKnight et al. 2002).
Finally, this study did not demonstrate tangible
benefits of VR in relation to its costs. Increases in
purchase intentions do not always result in corre
sponding increases in actual purchases. It is
difficult to estimate what increase in purchase
intentions will be sufficient to compensate busi
nesses for the costs involved in providing VR
interfaces.
This study has contributed to both theory and
practice. First, by conducting a laboratory experi
ment with control over potentially extraneous
variables, it empirically tested the impact of VR on
consumer learning. Although VR has been avail
able since the 1970s in a number of areas, such
as B2C e-commerce, architecture, education,
medicine, and computer-supported collaborative
work, the impact of VR use has seldom been
explored in the IS field (Walsh and Pawlowski
2002). Second, we have proposed two types of
online products that incorporate considerations of
salient product attributes into VR technology.
These may be useful in future VR research re
garding Web-based stores. Simultaneously, this
research provides empirical support for the theory
of cognitive fit inasmuch as the impact of IT is
limited depending on whether or not a particular IT
application, such as VR, can support the require
ments necessary to complete a given task
(Agarwal et al. 1999, Agarwal et al. 1996).
MIS Quarterly Vol. 29 No. 4/December 2005 691
Suh & Lee/Effects of Virtual Reality on Consumer Learning
The current study provides useful guidelines for
implementing VR interfaces. If Web-based stores
want to enhance consumer learning with less con
cern for the costs necessary to achieve this goal,
they can achieve it by adopting VR for all products.
However, because implementing VR is still expen
sive and more labor-intensive than other tech
nologies (e.g., still pictures and 2D animation), it
might not be worthwhile for e-commerce sites
dealing in VLE products to introduce VR because
the costs may exceed the benefits. Two sugges
tions might assist Web retailers seeking to enjoy
the benefits of VR interfaces while minimizing the
costs of development. First, a vendor can use VR
to represent only those VHE products that they
want to highlight in a Web-based store. By con
trasting products a retailer particularly wants to sell
against other products, the retailers may induce
the sales of the product as intended. Alternatively,
a vendor might display selected attributes (i.e.,
those that are virtually experiential) only through
VR, while displaying other qualities in static
modes.
Several promising avenues for future research
arise. First, researchers might consider investi
gating the effects of VR with regard to products
with salient auditory aspects along with visual
aspects because these two elements reflect VHE
and VLE products more adequately than the focus
on visual stimuli in the current study.
Furthermore, longitudinal research into potential
increases in the endurance of consumer learning
through VR interfaces would be another interesting
avenue to explore. We conducted additional tests
to assess the persistence of the interface effect
and found interesting results that may guide future
research. We asked participants which product
they "remember most" (cognitive dimension) and
which product they "want to buy most" (conative
dimension) a week after the experiment. Approxi
mately 89 percent of the previous participants
appeared for the data collection. For VHE pro
ducts, 76 percent of returning participants
remembered the product represented in the VR
interface most clearly, while only 24 percent of
692 MIS Quarterly Vol. 29 No. 4/December 2005
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participants remembered the product in the static
interface more clearly. In addition, 71 percent of
participants most wanted to buy a product that had
been represented in VR, while only 29 percent
preferred the products in the static interface. A
sample test revealed that these differences of 52
percent for cognition (Z = 3.24, p = .0012) and 42
percent for conation (Z = 2.60, p = .0094) were
statistically significant. However, the differences
were relatively small (31 percent for cognition and
21 percent for conation) for VLE products and
statistically insignificant at the .05 level. Thus, the
effects of VR interfaces seem to last even after a
week, while the strength of persistence is less for
VLE products.
As e-commerce becomes more pervasive,
advanced Web technologies, including VR inter
faces, will be more widely adopted for Web-based
stores. We need to understand whether and under
what conditions VR has positive effects on con
sumers learning about products. The present
study implies that acceptance of top-of-the-line
Web technologies would not be a panacea for all
circumstances in e-commerce contexts; rather, the
acceptance of a suitable Web technology that
supports the salient characteristics of products is
crucial.
Acknowledgements
The authors would like to thank Dr. Hyun Suk Kim
and Mr. Jeahong Ahn at 3DIGM Co. Ltd. for imple
menting a virtual reality interface, Dr. Byoung Seon
Choi and Ms. Eun Yi Chung at Yonsei University
for their statistics advice, Ms. Sunhye Chang and
Mr. Jung Wook Han for their assistance with the
experiment, and YISRI at Yonsei Business
Research Institute for providing research facilities.
Special thanks to Dr. Izak Benbasat, and to the
senior editor, the associate editor, and three
anonymous reviewers for their valuable comments.
This work was supported by a Korea Research
Foundation Grant (KRF-2002-041-B00232).
 Suh & Lee/Effects of Virtual Reality on Consumer Learning
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About the Authors
Kil-Soo Suh is a professor of Information Systems
at Yonsei University, Seoul, Korea. He received
his Ph.D. in Management Information Systems
from Indiana University. His research interests are
in the areas of interface design for electronic
commerce, communication media, conceptual
modeling, and implementation of information. His
work has been published in Decision Support
Systems, Electronic Commerce Research and
Applications, Information & Management, Informa
tion Systems Research, Journal of Global Informa
tion Management, and many Korean journals. He
is a member of the editorial board for Information
& Management.
Young Eun Lee is a Ph.D. candidate in Manage
ment Information Systems at the Sauder School of
Business, University of British Columbia. She
received her MBA and B.A. in Psychology at
Yonsei University, Seoul, Korea. Her research
focuses on human-computer interaction, stationary
and mobile electronic commerce, and intelligent
product recommendation agents. Her work has
been published in International Journal of Elec
tronic Commerce and Communications of the
ACM.

MIS Quarterly Vol. 29 No. 4/December 2005 695

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Suh & Lee/Effects of Virtual Reality on Consumer Learning

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696 MIS Quarterly Vol. 29 No. 4/December 2005

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 Suh & Lee/Effects of Virtual Reality on Consumer Learning

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MIS Quarterly Vol. 29 No. 4/Dec

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