Utilizing Virtual Reality Technology for Interactive Library Instruction in Higher Education

Thesis Abstract

Abstract
This thesis explores the utilization of virtual reality (VR) technology for interactive library instruction in higher education. The research investigates the effectiveness of integrating VR technology into library instruction sessions to enhance student engagement and learning outcomes. The study delves into the background of VR technology in educational settings and the existing challenges faced in traditional library instruction methods. The problem statement highlights the need for innovative approaches to library instruction in response to the evolving needs of students in higher education. The objectives of the study are to assess the impact of VR technology on student engagement, information literacy skills, and overall learning experience in library instruction sessions. The limitations of the study are acknowledged, including the availability of VR resources, technical constraints, and the need for faculty training. The scope of the study focuses on undergraduate students in a specific academic discipline within a higher education institution. The significance of the study lies in its potential to revolutionize library instruction practices by incorporating immersive and interactive learning experiences through VR technology. The structure of the thesis is outlined, providing a roadmap of the chapters and their respective contents. Definitions of key terms related to VR technology and library instruction are also provided to ensure clarity and understanding throughout the thesis. The literature review in Chapter Two synthesizes existing research on VR technology in education, library instruction methods, and student engagement. The review identifies key themes and gaps in the literature, setting the stage for the research methodology in Chapter Three. The methodology section details the research design, data collection methods, and analysis procedures employed to investigate the research questions. Chapter Four presents a comprehensive discussion of the findings, analyzing the impact of VR technology on student engagement, information literacy skills, and learning outcomes. The results are interpreted in light of the research objectives and existing literature, providing insights into the potential benefits and challenges of integrating VR technology in library instruction. Finally, Chapter Five offers a conclusion and summary of the thesis, highlighting the key findings, implications for practice, and recommendations for future research. The conclusion reflects on the significance of the study in advancing library instruction practices in higher education and suggests avenues for further exploration in the field of VR technology and education.