Evaluating the Impact of Virtual Reality-Based Training on Library Science Education Engagement

Thesis Abstract

The persistent challenge of decreasing student engagement in library science education necessitates innovative instructional approaches that leverage emerging technologies to enhance learning outcomes. This study investigates the impact of virtual reality (VR)-based training on student engagement levels within library science undergraduate programs, aiming to provide empirical insights into its pedagogical effectiveness. The specific objectives include determining the extent to which VR training influences engagement, identifying the factors mediating this relationship, and assessing students’ perceptions of VR-based learning environments. Employing a quasi-experimental research design, the study involved a total of 200 final-year undergraduate students enrolled in library science courses across four public universities. Participants were randomly assigned to either an experimental group receiving VR-based instructional modules or a control group engaging with traditional classroom methodologies. Data collection instruments comprised a validated Student Engagement Scale tailored for library science content, administered pre- and post-intervention, alongside focus group discussions and semi-structured interviews to explore students' perceptions and experiences. Data analysis involved descriptive statistics, paired t-tests to assess changes in engagement levels, multiple regression analysis to examine the mediating effects of prior technological familiarity, and thematic analysis of qualitative data to elucidate emergent themes related to experiential quality and perceived learning efficacy. The study anticipates that students exposed to VR-based training will demonstrate statistically significant increases in overall engagement scores compared to their counterparts in traditional settings, corroborated by positive thematic feedback highlighting immersive learning and contextual relevance. Regression models are expected to reveal that prior familiarity with VR technology moderates engagement outcomes, whilst focus group insights are anticipated to uncover factors such as usability, realism of simulations, and perceived usefulness as critical mediators influencing engagement. This research contributes to existing literature by providing rigorous empirical evidence on the pedagogical value of VR in library science education, grounded within the theoretical framework of Social Cognitive Theory and Constructivist Learning Theory. It extends prior studies that primarily focus on general educational contexts by specifically addressing discipline-specific learning outcomes and technological acceptance factors in library education. The findings are expected to demonstrate that VR technology not only enhances student engagement but also fosters deeper conceptual understanding and practical skill acquisition, which are vital for contemporary library professionals. The study concludes by recommending the integration of VR modules into library science curricula, emphasizing the importance of technological readiness and user-centered design to maximize engagement and learning. Additionally, it advocates for further longitudinal research to explore retention effects and the scalability of VR-based interventions across diverse educational settings. Overall, the study provides a framework for policymakers and educators seeking to harness cutting-edge technology to improve pedagogical engagement in library science education, thereby contributing to the evolution of more interactive, immersive, and effective instructional strategies.