Virtual Reality Integration in Library Instruction: Unveiling the Impact on Student Engagement

• Main Authors: Diola, Jay Michael O., Diño, Gerald C.
• Format: text
• Published: Animo Repository 2024
• Online Access: https://animorepository.dlsu.edu.ph/conf_dlsplc/2024/schedule/12
• Institution: De La Salle University

ABSTRACT Purpose/objectives: The field of education is constantly evolving and adapting to the advancement of technology. Library instruction has not escaped this call to adapt to the digital age, since keeping students engaged in library instruction has become a challenging task. In response to this challenge, virtual reality (VR) technology integration has emerged as a promising solution for transformative change. In the implementation of this technology to library instructions, it is crucial to understand its potential impact on engagement, experience, and interest toward library instruction. Through the introduction of VR-enhanced lessons and analysis of the student’s feedback about their experience, the researchers aim to unveil insights related to the effectiveness of this innovative approach in the improvement of student engagement and change of perceptions towards library instruction, consequently leading to a more successful and enriching learning experience for students. Design, methodology, approach: The researchers used a mixed-methods research design, with quantitative and qualitative data collected from Grade 5 students (n=73) of De La Salle Santiago Zobel School. Sample was selected through convenient sampling. The VR technology integrated lesson lasted for 10-15 minutes with students using the Meta Quest 2 headset to participate in the gamified lesson. Pre and post surveys that measure student engagement, interest and experience, were administered respectively before and after implementing VR technology integrated lessons. Paired samples t-test is computed to find the significant difference between the students’ pretest and post-test scores. Qualitative data was gathered using open-ended questions about the gamified library activity to gain deeper insights into the experiential aspects of VR-enhanced learning such as preference on game elements and design. Text responses from the questionnaire were content analysed. Findings: The findings of this study after analysis using paired samples t-test revealed a statistically significant improvement in overall students' engagement scores after the integration of VR technology compared to the traditional teaching approach. This suggests that the integration of VR technology in the library lessons lead to students becoming more interested, more engaged and having a better experience in their library classes. Moreover, students reported that the VR technology approach is a fun, reactive, immersive, and a unique way to experience learning. Some identified positive effects on students are feelings of excitement, easier recall of information, and preference for VR technology integration than the traditional approach in library classes. Research limitations and implication: Despite the merits of this study, there are also some limitations. One major limitation is the homogeneity and the limited number of respondents, having only Grade 5 students as the participants of the study. It is suggested as one of the future directions of this research, to use VR for library instruction in other grade levels, teachers and other library patrons. Discovering the different needs of the patrons and making this accessible for them can make harvest on considerable valuable information thereby contributing to the existing knowledge of this field. Another limitation is the time allotted for the respondents to experience the VR activity since the period of administration is during library class. This limitation can be further explored to understand the impact of fatigue and long-term use of VR on student engagement, interest, and experience. Lastly, the study only focused on the impacts of VR technology on student engagement, experience, and interest. Future studies can be further explored specifically about the influence of VR Technology in library and library instruction on academic achievement and performance, behavior, and library statistics. Originality of the paper: The paper presents suggestions on which game designs and elements that will have the most impact to the Grade 5 learners such as game mechanics, interactive, narrative and explorative nature of the gamified lessons. Keywords: virtual reality, library instruction, student engagement, gamification elements