An assessment of AI-powered virtual reality applications in library learning spaces in Abubakar Tafawa Balewa University Library, Bauchi, Bauchi State
- Project Research
- 1-5 Chapters
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- Table of Content: Available
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- Recommended for :
- NGN 5000
Background of the study
Virtual reality (VR) in libraries creates immersive learning environments for simulations, virtual tours, and interactive educational modules. When augmented by AI, VR systems can adapt content in real time based on user interactions, provide intelligent tutoring, and track engagement metrics (Nguyen, 2024). Academic libraries employing AI‑VR report enhanced student motivation and deeper conceptual understanding, particularly in STEM disciplines (Perez, 2024). At Abubakar Tafawa Balewa University Library in Bauchi, an AI‑powered VR lab offers virtual laboratory simulations for engineering students and historical site tours for humanities courses (Eze, 2025). While usage has grown, systematic assessment of learning outcomes, usability, and technical challenges—such as motion sickness and hardware constraints—has not been conducted. Evaluating AI‑VR’s pedagogical impact and operational feasibility will inform sustainable integration of immersive technologies in library learning spaces.
Statement of the problem
Despite positive anecdotal feedback, there is no empirical evidence at Bauchi Library demonstrating AI‑VR’s effect on student learning outcomes, user satisfaction, or cost‑benefit trade‑offs, leaving administrators without data to guide future investments and support structures (Ibrahim, 2024).
Objectives of the study
To evaluate learning gains and engagement levels among students using AI‑VR applications.
To assess user satisfaction and identify usability challenges.
To analyze infrastructure and support requirements for sustainable AI‑VR deployment.
Research questions
How do AI‑VR simulations impact students’ conceptual understanding and retention?
What usability issues do students encounter in AI‑VR environments?
What technical and staffing resources are needed for effective AI‑VR operation?
Significance of the study
This assessment will guide library and academic planners in developing AI‑VR strategies that maximize pedagogical value, address technical constraints, and allocate resources efficiently, thereby fostering innovative learning experiences at Abubakar Tafawa Balewa University Library.
Scope and limitations of the study
The study focuses on AI‑VR applications within the library’s designated VR lab. It excludes AR (augmented reality) experiences and external VR initiatives. Limitations include rapidly evolving VR hardware and software platforms.
Definitions of terms
Immersive learning: Educational experiences that fully engage learners in simulated environments.
Motion sickness: Discomfort caused by sensory mismatch in VR.
Intelligent tutoring: AI-driven adaptive guidance tailored to individual learners’ needs.
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