Evaluating Virtual Reality Use in Academic Library-Supported Course Integrations: Methodology and Initial Findings

dc.contributor.authorLischer-Katz, Zack
dc.contributor.authorCook, Matt
dc.date.accessioned2018-02-14T17:01:53Z
dc.date.available2018-02-14T17:01:53Z
dc.date.issued2018-02-06
dc.description.abstractThis poster presents the methodology and initial findings of a mixed-methods research project currently underway at the University of Oklahoma Libraries, which evaluates how immersive virtual reality (VR) technology impacts student learning in the context of library-supported course integrations. It uses a combination of pre/post surveys, semi-structured interviews, and video review sessions to look at impact on student self-efficacy and their embodied practices of knowledge production with VR. Initial findings suggest that VR classroom activities should be designed keeping in mind how VR technology can enhance spatial cognitive tasks.en_US
dc.description.peerreviewNoen_US
dc.identifier.citationLischer-Katz, Z., & Cook, M. (2018). Evaluating virtual reality use in academic library-supported course integrations: Methodology and initial findings. Presentation at Association for Library and Information Science Education Annual Meeting, Denver, CO (Feb. 6- 9).en_US
dc.identifier.urihttps://hdl.handle.net/11244/54431
dc.languageen_USen_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/*
dc.subjectvirtual realityen_US
dc.subjectlibrary technologyen_US
dc.subjecteducationen_US
dc.subjectevaluationen_US
dc.subjectself-efficacyen_US
dc.subjectphenomenologyen_US
dc.titleEvaluating Virtual Reality Use in Academic Library-Supported Course Integrations: Methodology and Initial Findingsen_US
dc.typePresentationen_US
ou.groupOtheren_US

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