The COVID-19 pandemic and its aftermath have sparked a shift in how Higher Education Institutions approach the use of emerging digital tools to enhance student engagement and experiences. Among these tools, virtual reality is frequently highlighted in the literature for its potential to significantly improve the student experience. However, limited research has explored its effectiveness in teaching operations management, particularly in comparison to traditional physical reality methods such as guided site visits. To address this gap, we developed an innovative experiment incorporating both "virtual reality" and "physical reality" sessions aimed at enhancing operations management education. The experiment began with testing virtual reality headsets in a classroom setting with MSc students in Supply Chain and Logistics Management, focusing on specific scenarios to identify potential technical issues. Subsequently, 34 volunteers from the Business Analysis and Consulting MSc program at Strathclyde University were recruited for the main study. Our analysis showed that integrating virtual reality and physical reality in teaching operations management can significantly enhance the learning experience. However, it is essential to address health-related concerns associated with virtual reality to ensure an inclusive classroom environment. Additionally, some technical difficulties encountered during the use of virtual reality could impact its seamless implementation.