Exploring the Impact of the Gamified Metaverse on Knowledge Acquisition and Library Anxiety in Academic Libraries
DOI:
https://doi.org/10.5860/ital.v43i1.16651Keywords:
Library Anxiety, Library Services, Metaverse, Gamification, Virtual realityAbstract
Editor’s Note (October 22, 2024): It has been brought to the attention of the ITAL Editorial Board that the works cited in endnote 16 are fake. We have edited endnote 16 to state this. We have verified that the remaining citations correspond to published works. The authors acknowledge the error in their writing and editing processes that left these citations in place.
This paper investigates the potential of the Gamified Metaverse as a platform for promoting library services. The study compares the effectiveness of a traditional library program with a Metaverse-based library program in terms of knowledge acquisition and library anxiety. The research also examines students’ perceptions of implementing gamification within the context of the Gamified Metaverse platform. A mixed-methods approach was adopted, including pre- and post-test analysis, statistical analysis, and qualitative data collection. The results indicate that both the traditional and Metaverse-based library programs effectively increased the participants’ knowledge, with no significant difference between the two approaches. However, the Metaverse-based program was found to be less effective in facilitating interaction with librarians and reducing library anxiety. Additionally, students expressed positive perceptions of implementing gamification in the Gamified Metaverse platform, finding it engaging and motivating. These findings contribute to the understanding of the effect of the Metaverse as a tool for promoting library services and enhancing knowledge acquisition. However, it is not as effective in reducing library anxiety, particularly in terms of interaction with librarians and staff. It should be noted that the platform may have limitations such as high costs and potential side effects of virtual reality, making it more suitable as an additional tool for promoting library services, taking into account its feasibility and potential benefits for specific student populations and larger libraries.
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