In order to understand (1) what kind of students can be facilitated through the help of three-dimensional virtual learning environment (3D VLE), and (2) the relationship between a conventional test (ie, paper and pencil test) and the 3D VLE used in this study, the study designs a 3D virtual supermarket (3DVS) to help students transform their role from passive learners to active participants. In the 3DVS, a virtual customer poses a total of 18 scenario-based questions to the participants during the shopping process; the participants have to play a virtual clerk, and answer the questions by integrating marketing mix theory with the real-world situation. The whole experiment includes a pretest, 3DVS training and a posttest. The instruments utilized in each of the pre- and posttest are four open-ended questions aimed at understanding the participants' application performance. The findings of a chi-square independence test show the following: (1) the 3D VLE is especially beneficial to those who have not adapted to traditional learning, and (2) there is no significant relationship between performance in 3DVS training and performance of the pretest. However, performance in 3DVS training is significantly correlated to that of the posttest.