A Pepperdine University study compared virtual reality and traditional video learning and found VR elicited higher engagement and empathy among business students when depicting the lives of day labourers. Professor Steve Bauer led the classroom experiment, which paired VR experiences with follow‑up discussion to meet learning objectives. Students reported stronger emotional connection and enjoyment from VR, but Bauer emphasized that immersive exposure alone was insufficient — effective pedagogy required guided debriefing and reflection. The study points to both promise and practical limits of VR for undergraduate teaching. The results have direct implications for curricular design and instructional investment: institutions experimenting with immersive tools must pair them with assessment and facilitation to translate heightened engagement into measurable learning outcomes.