Evaluating the Impact of a Virtual Reality Workstation in an Academic Library: Methodology and Preliminary Findings
Abstract
Collections of 3D models and the analytic affordances of virtual reality (VR) systems can be integrated to form a
“3D digital heritage ecosystem” (Limp, et al., 2011), providing a potentially richer and more intuitive learning
environment that enables students to interact with models of artifacts and spaces that are too rare, fragile, or
distant to access directly. This paper describes efforts to evaluate the impact of virtual reality on undergraduate
instruction in varied disciplines, hosted within an academic library context. Existing research on VR and learning
has focused primarily on domain
-specific tasks carried out in controlled lab settings or the social aspects of immersive virtual worlds. This paper
describes the methodology and preliminary findings of a mixed-methods research project currently underway
(running from September 2017 to August 2018) that is evaluating how use of virtual reality impacts undergraduate
students’ self-efficacy, and seeks to understand students’ embodied experiences. The strengths and weaknesses
of the methodology, initial findings drawn from the early stages of data analysis, and directions for further
research are discussed.
Citation
Lischer-Katz, Z., Cook, M., & Boulden, K. (2018). Evaluating the impact of a virtual reality workstation in an academic library: Methodology and preliminary findings. Proceedings of the Association for Information Science and Technology Annual Conference (pp. 300-308), Vancouver, Canada, Nov. 9-14. https://www.asist.org/wp-content/uploads/2018/11/Final-81st-Annual-Meeting-Proceedings.pdf
Collections
The following license files are associated with this item: