Thesis Abstract

Abstract
This thesis investigates the utilization of virtual reality (VR) technology for library instruction in educational settings. The study explores the potential of VR to enhance the teaching and learning experience in libraries, focusing on its application in providing interactive and immersive instructional content. The research aims to address the current challenges faced in traditional library instruction methods and to explore the effectiveness of VR technology in improving student engagement, information literacy skills, and overall learning outcomes. Chapter One provides an introduction to the study, presenting the background of the research, problem statement, objectives, limitations, scope, significance, structure of the thesis, and definition of key terms. The increasing demand for innovative instructional methods in libraries and the potential of VR technology to transform the educational landscape serve as the foundation for this research. Chapter Two presents a comprehensive literature review that examines existing studies and research findings related to VR technology in educational settings, library instruction, information literacy, and student engagement. The review identifies key themes, trends, and challenges in the field, providing a theoretical framework for the study. Chapter Three outlines the research methodology employed in this study, including the research design, data collection methods, sampling techniques, data analysis procedures, and ethical considerations. The chapter also discusses the development and implementation of VR-based instructional modules for library instruction, highlighting the process of designing immersive learning experiences for students. Chapter Four presents the findings of the study, analyzing the impact of VR technology on student engagement, information literacy skills, and learning outcomes in library instruction. The chapter discusses the effectiveness of VR in enhancing student motivation, critical thinking, and problem-solving abilities, as well as the challenges and limitations encountered during the implementation of VR-based instructional modules. Chapter Five concludes the thesis by summarizing the key findings, discussing the implications of the study for library science education, and offering recommendations for future research and practice. The study contributes to the growing body of research on the integration of VR technology in educational settings, highlighting its potential to revolutionize library instruction and enhance student learning experiences. Overall, this thesis provides valuable insights into the use of virtual reality technology for library instruction in educational settings, shedding light on the transformative power of immersive learning experiences in shaping the future of information literacy education.

Thesis Overview