Virtual Reality
Virtual reality (VR) is used to create an environment beyond reality, allowing users to explore and immerse into entirely simulated worlds through a set of technologies, which interpret software into immersive worlds (Hannah et.al, 2019).
Advantages
An advantage of VR is how it can enhance teaching and learning in an educational environment. VR not only creates new ways of visualisation, but it also has the ability to increase the realm of the possible. VR has the advantage of allowing students to visit the inaccessible and go beyond recreating past worlds or objects (Huber & Matei, 2019). In the library it can be used for creating new spaces, new scenarios, and possible universes (Hannah et al, 2019). This provides an alternative space and service to both new and existing library users. An good example of using VR is through the popular Minecraft platform whereby students can learn chemistry, physics, math, or principles of architectural design in this VR environment (“Minecraft” n.d.).
In the library the advantages of the increasing visibility of AR technology and the production of inexpensive options for users (Hannah et, al. 2019) has made it a viable technological choice to enhance the library user experience. For example, VR headsets can advance and assist in-house activities, such as storytelling, virtual travel, virtual gaming, and the development of new information literacy skills (Frost et, al. 2020). VR offers the library an educational opportunity, as well as an innovative way of improving the client experience and integrating new users in the library space.
Disadvantages
A disadvantage to VR technology is the gap in an innovative pedagogical theory model to inform the use and application of VR in educational virtual environments. (Fowler, 2015, p.412). Incorporating new collections into pedagogy thus demands new forms of critique and reflection related to information access and literacy and should be supported by library collections and resources (Hannah et, al. 2019)
Further disadvantages surround VR hardware: the headsets, high-powered computers, and spaces that enable VR to function (Hannah et, al, 2019). Impacts to the library will mean that any VR hardware purchased is of high quality, affordable and readily available. Research and time must be allocated by libraries to this acquisition process. Further investigation must address the software set up required to accommodate VR hardware. Some online platforms offer users access to VR objects. However, a disadvantage for libraries is that this software availability is still scattered around the internet and often requires a purchased subscription to access (Hannah et, al. 2019). Furthermore the high volume of internet traffic devoted to VR can make searching for specific content daunting, especially for new users (Hannah et, al. 2019). This will require library staff training and support.
Library space is another consideration to fully immerse library users in the VR experience. This may not be an option for many libraries. The sensors attached to the VR users’ headsets should allow full ranges of movement. This requires designating enough space so that participants do not crash into one another or furniture or walls as they move around the room, and the room must be wired with sensors to interoperate with both the headsets and the high-performance computers that run the software (Hannah et, al. 2019)
Conclusion
VR offers the library a technological evolution. Now that hardware is increasingly affordable and accessible, many libraries are inspired by the advantages for VR to enhance teaching and learning and increase the realm of the possible.To keep abreast with VR technological advances, libraries must prepare for a growing interest in carefully curated, high quality objects (Hannah et, al. 2019), which are accessible to students who want to use them in the library and classroom.
References
Fowler, C. (2015). Virtual reality and learning: Where is the pedagogy?: Learning
activities in 3D virtual worlds. British Journal of Educational Technology 46(2),
412–422. doi:10.1111/bjet.12135
Frost, M., Goates, M., Cheng, S. & Johnston, J. (2020). Virtual reality: A survey of use at an academic library
Information Technology and Libraries. doi.org/10.6017/ital.v39i1.11369
Hannah, M., Huber, S., & Matei, S. A. (2019). Collecting virtual and augmented reality in the twenty-first century library. Collection Management, 44(2-4), 277-295. doi:10.1080/01462679.2019.1587673
Man with VR goggles on [Online image]. www.victoriavr.com