Virtual reality as a tool to alleviate library anxiety and promote service knowledge acquisition among visually impaired students

Visually impaired students often face significant anxiety when navigating library services, which can hinder their academic success. This study examines the effectiveness of a Virtual Reality application, Virtual Reality for Impaired Students in Library Services (VR-ISLS), designed to reduce library anxiety and enhance the acquisition of knowledge about library services for visually impaired students at a university in Thailand. Using a mixed-methods sequential explanatory design, the study integrates both quantitative and qualitative data to evaluate the application's impact. The findings indicate that VR-ISLS significantly increased students' knowledge of library services and reduced library anxiety, particularly by improving familiarity with library resources. However, challenges remain regarding interactions with library staff and overcoming emotional barriers. Recommendations for improvement include customizable features such as audio cues, adjustable text sizes, enhanced contrast settings, and customizable audio speeds. This study highlights the potential of using VR technology to create inclusive, accessible learning environments and offers practical insights into utilizing assistive technologies to reduce barriers for visually impaired students.