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In the past, service quality has attracted a lot of attention from both academics and practitoners because of its impact on costs, financial per- formance, customer statisfaction, and customer retention (Caro & Roemer, 2006; Tam, 2000). Numerous researchers have found that the service attitude of employees in the hospitality industry is critical to customer satisfaction (Geller, 1985; Larsen & Bastiansen, 1991; Heskett & Schlesinger, 1994; Mayo & Collegain, 1997). According to Kuo (2004), a good service attitude is among the top five components of perceived professional competency in hospitality. Along with industrial knowledge, specialized skills, communication ability, and managerial poise, Kuo (2004) found that no comprehensive hospitality education program could be considered complete unless it also attends to the makeup of a good service attitude. In addition to addressing service attitude, educational programs should also consider the importance of technology. Baker (2003) asserted that the success or failure of future training systems may depend on the use of technology. Rutherford (2004) concurred that computer technology is “the most powerful instructional tool” to emerge in the 21st century. Regarding the hospitality indus- try in particular, Christou (1999) noted that technological advances have the potential to revolutionize training, thereby enhancing patron satisfaction through the delivery of quality services from skilled and competent employees.