In our latest community blog post, Chao Wang explores the role that VR technology could play in teaching Information Literacy at Universities. To learn more about Chao’s work, you can read his “About the Author” profile at the end of this article.
Thank you for your insight and for sharing your experiences, Chao!
With technological advancements, Virtual Reality (VR) is reshaping education by offering immersive and interactive learning experiences (Vats & Joshi, 2024 ). In today’s digital world, information literacy is a crucial skill, but traditional teaching methods often struggle to fully engage students. Incorporating VR into the curriculum can make learning more engaging, encourage critical thinking, and improve overall understanding (Javaid et al., 2024 ). This study examines how VR can enhance information literacy education and create a more effective learning environment.
Aims
This project aimed to explore how Virtual Reality (VR) technology could enhance information literacy education by creating a more immersive and engaging learning experience. It focused on increasing student participation, providing a hands-on environment for practicing information literacy skills, comparing the effectiveness of VR-based teaching with traditional methods, and identifying potential challenges and opportunities in integrating VR into higher education. The ultimate goal was to determine whether VR could make learning more interactive and dynamic, helping students better understand and retain key concepts.
Approach
This project was carried out as part of the Information Literacy General Course at Sun Yat-sen University, integrating VR technology into the curriculum. VR learning modules were developed to complement traditional coursework, providing students with immersive learning experiences. These modules featured scenario-based learning, allowing students to tackle real-world information literacy challenges in a virtual environment. A key highlight of the project was the use of student-created VR content. Participants used VR cameras to document their problem-solving processes, creating immersive learning materials that were later explored through VR headsets. This hands-on approach not only strengthened their technical and information literacy skills but also encouraged peer-to-peer learning. To measure the impact of the VR-enhanced curriculum, pre- and post-tests were conducted to assess knowledge improvement, and student feedback was collected through surveys and interviews.
Outcomes
The use of VR in information literacy education led to several key findings. Students reported feeling more engaged and immersed in the learning process, which encouraged active participation. The hands-on experience of navigating digital information in a virtual environment helped deepen their understanding and improve knowledge retention. However, there were also some technical challenges. Some students found it difficult to use VR equipment, struggling with camera angles, video editing, and device compatibility. These issues sometimes interrupted the learning process and required extra support from instructors.
From a teaching perspective, the results highlighted the potential of VR as an innovative educational tool. While test scores did not show a significant difference compared to traditional methods, students demonstrated a deeper interest in learning and a more proactive approach to information literacy tasks. Their enthusiasm for the VR-enhanced experience suggests that immersive learning can make complex concepts more accessible and engaging. With further refinement in instructional design and better integration with other teaching strategies, VR has the potential to enhance learning outcomes and provide a more interactive and effective way to develop information literacy skills.
Benefits
The VR-based approach brought several benefits, including increased student motivation, more immersive learning experiences, and better collaboration through peer-created content. Many of these expectations were met, as students found the lessons more interactive and engaging than traditional methods. Additionally, creating VR content gave students hands-on opportunities to develop both technical skills and critical thinking, helping them prepare for digital work environments. Beyond improving engagement, the initiative introduced a more dynamic way to teach information literacy. Students not only learned to evaluate digital information critically but also actively participated in content creation, strengthening their ability to analyse and apply information in new ways.
Future Developments
To further develop this initiative, several key steps are planned. First, more VR content will be created, introducing diverse and complex information literacy scenarios to enrich students’ learning experiences. Second, technical upgrades will be made to improve access to VR equipment and address hardware limitations, ensuring a smoother and more accessible learning process. Third, long-term studies will be conducted to evaluate the lasting impact of VR-based learning on student outcomes, providing a clearer understanding of its effectiveness. Lastly, efforts will be made to gain institutional support for integrating VR technology into the broader curriculum, encouraging its adoption across different courses and disciplines.
Recommendations
For institutions or educators looking to use VR in information literacy education, several key recommendations emerged from this study. To begin with, technical preparation is essential—both educators and students need proper training and
support to use VR tools effectively. Without guidance, technical challenges could disrupt learning ( Reich, 2020 ). In addition, VR content should align closely with learning goals, acting as a supplement rather than a replacement for traditional teaching methods. At the same time, while VR creates an engaging experience, it is important to maintain a strong focus on the core principles of information literacy education. Furthermore, ongoing evaluation is crucial ( Ankeli et al.,2022 ), with regular assessments and feedback helping to refine and improve VR-based learning over time.
In summary, VR technology offers exciting possibilities for improving information literacy education, but its successful use depends on careful planning, technical support, and continuous evaluation. To make the most of its benefits while overcoming challenges, it needs to be integrated into academic settings with a clear and thoughtful strategy. Ongoing research and gradual improvements will be essential to ensuring that VR becomes a valuable and lasting part of modern education.
References
Ankeli, A. G., Rogers, A. B., & Shombi, S. V. (2022). The effectiveness of continuous assessment as an innovative mechanism for efficiency in learning and teaching. Direct Research Journal of Education and Vocational Studies, 4(4), 131-135.
Javaid, M., Haleem, A., Singh, R. P., & Dhall, S. (2024). Role of virtual reality in
advancing education with sustainability and identification of additive manufacturing as its cost-effective enabler. Sustainable Futures, 8, 100324.
Reich, J. (2020). Failure to disrupt: Why technology alone can’t transform education. Harvard University Press.
Vats, S., & Joshi, R. (2024). The impact of virtual reality in education: A comprehensive research study. In: Sharma, S.K., Dwivedi, Y.K., Metri, B., Lal, B., Elbanna, A. (eds) Transfer, Diffusion and Adoption of Next-Generation Digital Technologies. TDIT 2023. IFIP Advances in Information and Communication Technology, vol 699.
Questions for Further Discussion
- Would applying VR teaching methods to information literacy courses be feasible at your institution? Why/Why not?
- Have you seen other organizations use similar approaches? Is there anything I can learn from them?
About the author:
Chao Wang is a researcher in the field of information literacy education, with a primary focus on information literacy curricula in higher education. He currently serves as a Standing Committee Member & Information Coordinator of the IFLA Information Literacy Section. He is also an International Scholar at the Media Culture & Policy Lab of KU Leuven and a member of the Digital Society Institute (DigiSoc) of KU Leuven. Additionally, he is pursuing his Ph.D. at Sun Yat-sen University. He has been a core teaching assistant in university-level information literacy courses for an extended period, with a particular focus on VR-based teaching components.
