Navigating the stacks virtually: Integrating virtual reality into writing resource instruction

Abstract

Virtual reality (VR) presents a significant opportunity to expand remote access to educational materials and writing skills development for students not able or unwilling to participate in person. However, to ensure that VR-based learning is inclusive, research designs must incorporate user experience feedback. This study examines community college students’ feedback on a virtual library tour (VRT) for an Introduction to Writing course. Because building library skills is a key objective of this course, decreasing barriers to student library access is critical. Findings from the study indicate (1) most participants had a positive response and experienced a heightened sense of control (over 70%), though nearly half (48.1%) felt that the virtual experience did not fully replicate the real-life experience, (2) participants valued the structured guidance of the tour but recommended more flexibility and user agency within the VR environment, and (3) noted technical problems related to motion sickness, sound levels, and visual clarity. The study presents specific suggestions for enhancements and underscores the importance of utilizing design research to improve user experiences with VR. Directions for future research are also discussed.