Virtual Reality and education have been evolving for many years, moving from in-person classroom and online sessions to utilizing Virtual reality for training. Virtual reality allows students to actively engage with training rather than being passive in a classroom. The virtual world has been moving forward as a new tool to assist with effectiveness in learning. Virtual reality (VR) is a simulated experience created by computer-generated programs. It can be similar to the real world, with a "touch and feel" experience. VR has been used in gaming and educational experiences such as medical procedures, engineering, driver education and military exercises (Steinicke, 2016). VR systems usually use headsets or headgear along with computer-generated programs that simulate being physically inside a virtual environment. Moving and motion, and experiencing lights, sounds or sensations make VR very realistic. However, is virtual reality a better way to learn than face-to-face training? Would students feel more comfortable sitting in a traditional classroom with familiar faces and situations where actual interactions take place? Can students access more information and have better learning outcomes with a teacher present as well as other students and have a richer experience through voice and body language? The purpose of this study to is to analyze the instructional effectiveness of virtual reality versus traditional face-to-face training in a production or lab setting in the corporate world. This empirical study within a corporate site utilizing virtual reality in production and lab areas will test how employees learn using virtual reality training and the learning outcomes from it versus sitting in a classroom or learning directly one-on-one with a trainer. Understanding how VR accords with the constructivism learning theory will show how people learn based on experiences and help us determine whether it is more beneficial than face-to-face instruction. According to the constructivism learning theory, there are two key concepts involved in an individual's creation of new knowledge--assimilation and accommodation. In assimilation, learners develop their own understanding and knowledge based on experiences. Individuals assimilate or incorporate new experiences into old ones. Accommodation involves the process of taking new information and altering one's knowledge to fit with that new information. Cognitive learning theory can also be addressed by seeing how students adapt to the mental process of learning with the internal and external factors of both using VR and how others influence learning as in a classroom. Cognitive learning deals with how individuals process and interpret information. Cognitive learning utilizes many factors, including problem-solving skills, memory retention, thinking skills and perceptions about the learned material. Another factor involved is the theory about leadership styles. The theory emphasizes the role of leaders' behaviors and how they act in various situations. Are the leaders motivational, promoters of change or guides in coaching, regardless of whether the training is through virtual reality or face-to-face instruction? How do leaders deal with this issue of learning? My results may indicate that virtual reality can reduce repetitive training, reduce safety issues and result in less waste and fewer errors. However, the results indicate that virtual reality training can also have the opposite effects. Learning curves may be steep or longer to complete. Virtual reality could be a distraction rather than an aid. In addition, the costs for virtual reality programs might be higher than in-house training in a classroom, online training, or independent training. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]