Thesis Abstract

Abstract
This thesis investigates the implementation of Virtual Reality (VR) technology in library instruction and its impact on student learning outcomes. The study focuses on exploring the potential benefits of integrating VR technology into library instruction sessions to enhance student engagement, interaction, and knowledge retention. The research design includes a mixed-methods approach, combining quantitative data analysis and qualitative assessments to evaluate the effectiveness of VR technology in library settings. Chapter One provides the background of the study, highlighting the increasing importance of technology in education and the potential of VR to transform traditional teaching methods. The problem statement emphasizes the need to address the challenges faced in library instruction and the research objectives aim to investigate the impact of VR technology on student learning outcomes. The limitations and scope of the study are outlined, along with the significance of the research and the structure of the thesis. Chapter Two presents a comprehensive literature review on VR technology in education, library instruction, and student learning outcomes. The review covers ten key areas, including the theoretical framework of VR technology, its applications in education, and existing studies on the effectiveness of VR in enhancing learning experiences. Chapter Three details the research methodology, including the research design, sampling techniques, data collection methods, and data analysis procedures. The chapter also discusses ethical considerations, validity, and reliability of the research instruments, ensuring the rigor and credibility of the study. Additionally, the chapter outlines the research questions and hypotheses guiding the investigation. Chapter Four presents the findings of the study, analyzing the data collected from students participating in library instruction sessions using VR technology. The discussion of findings explores the impact of VR technology on student engagement, knowledge acquisition, and overall learning outcomes. The chapter also examines the implications of the results for future research and practice in library instruction. Chapter Five concludes the thesis with a summary of the key findings, implications of the study, and recommendations for integrating VR technology into library instruction effectively. The conclusion reflects on the significance of the research outcomes and suggests areas for further research to enhance the use of VR technology in educational settings. Overall, this thesis contributes to the growing body of literature on technology-enhanced learning and provides insights into the potential of VR technology to improve student learning outcomes in library instruction. The findings offer valuable recommendations for educators, librarians, and policymakers seeking to leverage innovative technologies to enhance teaching and learning experiences.

Thesis Overview