Results: This research provides an overview of VR implementation in NZ public libraries, including future challenges and opportunities. The biggest obstacle for libraries has been the COVID-19 pandemic, which limited libraries' ability to offer in-person VR.
Introduction
This research attempts to provide insights for libraries currently considering or planning to adopt VR. For libraries that have been early adopters of VR, this research provides input from other libraries to inform strategic decision-making for future implementation.
Literature review
- Educational frontiers of VR
- Challenges of VR access and use in libraries
- VR for entertainment, education, or both
- Users’ perceptions of and approaches to VR
- Knowledge gaps and research prospects
A similar study by Valenti et al. 2020) of VR-based orientation for new library and computer science. This is a challenge that libraries as inclusive community spaces could try to address (Hartnett et al., 2020).
Research design
The researcher opted for a qualitative research approach in the form of semi-structured interviews with the managers of the VR programs at the libraries that offer VR. To meet the objectives of this study, the researcher had to interview the employees who manage VR programming in the participating libraries.
Data analysis
The researcher relied on convenience sampling in the final selection of the participating libraries and their staff who would become the research participants, as some of the 16 individuals who received the recruitment email did not respond to the researcher's invitation (Ormrod & Leedy, 2020). The researcher used the software NVivo 12 to assign inductive codes to the transcript of each interview, based on the details that emerged during the interviews.
Data presentation
Motives for adoption and a look at the current use of VR
- Health and safety; hardware and software; space considerations; and staff training
- Prioritised users
Although the overarching goal of digital inclusion, as discussed in the literature by Bertot et al. 2020), was stated among all participants, only two of the libraries followed a library-specific digital strategy for the implementation of VR. At the time of the interviews, two of the libraries were also working on creating their own digital strategy. Five of the participants said that VR had previously been used at local events to promote the library, and that the technology worked effectively as a standalone attraction to attract people to the library.
Four of the libraries offer HTC VIVE, which connects via a computer, with the headsets projected onto a computer screen. Three of the libraries use PlayStation VR, which connects via a PlayStation console with wires to a television screen and allows for screencasting. Two of the libraries allowed their staff to take the headsets home to practice using them.
However, seven of the participants found that VR was most popular among teenagers in their libraries. Two of the participating libraries offered special programs specifically for older user groups, either within the library or through community outreach.
Discrepancies between the planned and current application and usage of VR
The Oculus Safety Center website (Meta Quest, n.d.) states an age restriction of 13 and over due to the nature of the content available on Oculus. Two of the libraries featured VR as part of their makerspace studio, rather than as a stand-alone attraction. Three of the libraries had a bus that was used to provide services, including VR, to remote communities.
Additionally, as briefly mentioned in the previous session, community groups have sometimes collaborated with the library using VR. Six of the nine participants said that their libraries at the beginning of the pandemic. Instead of the regular drop-in programs, Libraries 5 and 6 created a system that invited groups of users to reserve a private room within the library for VR, and.
It is bookable for members of the public for a group and we classify a group as a bubble. The VR headsets are part of the library's collection of several other science, technology, engineering and mathematics (STEM)-based kits, intended to promote digital inclusion within the community.
Challenges, prospects, and opportunities for future uses of VR in public libraries
- VR as a promotional tool
- Entertainment and learning opportunities
- Digital inclusion and community collaboration
Nevertheless, all participants said that VR continues to attract new users to the library and has become an effective promotional tool. The three participating libraries that were early adopters of VR expressed the opinion that there is great potential for research. the educational aspect of VR and intended to teach users how to design games and experiences using the technology. This response is similar to suggestions in the literature by Dahya et al. 2021) to introduce content creation to library users who have experienced VR. 2021) explain that this next step would allow users to create content that reflects their personal interests and perceptions.
However, seven of the participants in this research said that they strived to promote the educational aspect of the technology. Such opinions regarding learning through gamification are consistent with the findings of the literature of Lo & Hew (2018), Park & Kim (2021) and Shackelford et al. Other librarians said they believe games are just an introduction to the educational possibilities of VR.
I've been talking to a media class at a local college and we're talking about the story aspect of gaming and the narrative aspect. In order to accelerate digital inclusion efforts, as Bertot et al. 2020), three of the participating libraries mentioned that they have a vehicle for visits to remote communities and include VR services.
Discussion
Likewise, it is possible that the differences in libraries' experiences can also be attributed to their unique logistical factors. While a few of the libraries devised new methods of VR delivery to their users in accordance with appropriate health and safety measures – including lending VR headsets to users and the ability to book rooms for small groups – the remaining libraries planned to return to their previous methods of offering public VR programming in person whenever possible. It is also possible to argue that one of the – perhaps unintentional – motives for the introduction of VR in libraries was to attract more teenagers into the library space.
In order to continue to respond effectively to the needs of diverse user groups, a continuous re-evaluation of the available programs and initiatives is important. However, some of the participating libraries are beginning to consider next steps to focus their work with the technology on education-focused programs, particularly working with schools, while others are taking a more conservative approach by planning returning to their previous methods of pre-COVID-19 VR programming. The literature by Hartnett et al. 2020) discusses the perception of public libraries as inclusive communities actively working to address the challenges of the digital divide.
Without data from participating libraries about returning users and their perceptions of technology and related experiences, it is challenging to understand the future. steps libraries can take to leverage VR beyond simple technology introduction purposes. By studying the experiences of these users and the content they may create, libraries can learn about users' needs and interests.
Limitations
Public libraries that choose to promote VR for educational purposes can expect to invest a significant amount of time in designing educational programming for target user groups. 2019) and Greene & Groenendyk (2021) conclude in their literature that to date, the main focus for VR users in libraries is the open exploration of. Similarly, as described by Librarian 4, many users try the technology once or twice without returning. Without a specific goal and strategy to keep users coming back to the library for VR, users may come to try out the technology in a single visit and, without understanding its continued purpose, never try to use it. again.
To further extend the data and ideas presented by Dahya et al. 2021), by introducing users familiar with the entertainment aspect of VR programming to the educational element of VR content creation, libraries can offer these users a platform to explore their interests. Such possibilities would also translate into the collaboration with museums discussed by librarians 2 and 4 in the previous chapter. Referring to Dahya et al. 2021), the research data can be further enriched by surveys conducted with users of VR in libraries regarding their perception of the technology and the content available, as well as their ideas.
In addition, by observing VR users in libraries, the researcher could better understand their behavior with the technology. Such insights would help inform library processes to reassess their VR programs and plans for future implementation.
Conclusion
Several libraries talked about their plans to continue working towards increasing educational VR content, including the development of new content by the libraries themselves. However, all libraries expressed an ongoing commitment to continue providing access to VR for their various user groups and within the wider community.
Implications of findings and opportunities for future research
For my INFO 580 Masters research project, I am studying the motivations and perspectives for the implementation of virtual reality programs and/or services in Aotearoa New Zealand's public libraries (Victoria University of Wellington Human Ethics Committee Application No. 30101). After a preliminary environmental scan, I have identified your library as an organization that offers virtual reality programs and/or services to its users. Motivations and prospects for virtual reality adoption and implementation in Aotearoa New Zealand public libraries.
Your organization's participation will support this research by contributing to a knowledge base that will help individual public libraries in New Zealand make informed decisions about virtual reality plans for their users. I will ask them questions about the background of your organization's decision to implement virtual reality; how it is accessed and used; and what strategic changes the organization has made or plans to make in virtual reality programs and/or services. Your participation will support this research by providing information related to the implementation of virtual reality in your public library.
This information will allow the researcher to create a better understanding of access to and use of virtual reality in New Zealand public libraries. The findings of this research will contribute to a knowledge base that will help individual public libraries in New Zealand make informed decisions about virtual reality plans for their users. You have been invited to participate because a preliminary environmental scan has shown that your organization offers virtual reality programs and/or services.
I will ask you questions about the background of your organization's decision to implement virtual reality; how it is accessed and used; and what strategic changes the organization has made or plans to make in virtual reality programs and/or services.
Interview questions
Template of the recruitment email to participants
Information Sheet for Organisations
Consent to Participate (Organisations)
Information Sheet for Interview Participants
Consent to Interview
Data summary – Usage of VR in the libraries as of March-April 2022
