The Contribution of Reality Technologies to Gastronomy Education: The Example of ChatGPT
DOI:
https://doi.org/10.21325/jotags.2025.1671Keywords:
Reality technologies, Gastronomy education, Artificial intelligence, ChatGPTAbstract
Reality technologies can be used in many areas and can create significant effects. Reality technologies can be helpful in carrying out gastronomy education more efficiently and effectively. Therefore, this study focuses on understanding the role of reality technologies in gastronomy education in line with the answers obtained by asking semi-structured questions to ChatGPT, where the participant role is given. Qualitative data is used in the study. This data is analyzed with content analysis and in-depth information is obtained. As a result of the analysis, it has been determined that reality technologies can be used in gastronomy education, play a supportive and empowering role, make positive contributions to the education and training process, make the learning process more effective by visualizing theoretical lessons and provide a preliminary experience by creating practical lessons in a virtual environment. In addition, it is seen that reality technologies make gastronomy education more fun, attractive and innovative. While the significant advantages of reality technologies include reducing costs and waste, providing a safe learning environment, and increasing student motivation and creativity, high technical requirements and lack of physical kitchen experience are among their significant disadvantages. Additionally, the impact of reality technologies on gastronomy education can be examined through quantitative data or the responses of artificial intelligence chatbots can be compared.
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