Using 360° Tours and AI-Generated Media to Support Inclusive Discovery and Information Literacy

Abstract

Academic libraries are increasingly trying to adopt immersive technologies to enhance information literacy instruction and improve student engagement. However, evidence on the educational effectiveness of combining 360 virtual environments with artificial intelligence (AI)-generated learning support remains limited. This study explores the pedagogical impact of an AI-enhanced 360-degree interactive library tour developed at Zayed University Library to support first-year students’ information literacy and independent learning.

Grounded in principles of immersive learning, cognitive theory, and information literacy, the study employs a quasi-experimental mixed-methods design involving 120 undergraduate students divided into experimental and control groups. Quantitative data will be collected through validated pre- and post-tests measuring information literacy competencies, alongside interaction analytics such as completion rates, navigation behaviour, and hotspot engagement. Qualitative data from student focus groups and faculty surveys will examine perceptions of usability, engagement, instructional value, and scalability.

The study addresses four key questions concerning learning outcomes, student engagement, self-directed learning, and faculty perceptions of integrating immersive AI-enhanced resources into an academic library. This research proposes a scalable framework for modernising academic library instruction through combining AI-generated educational media with accessible immersive technologies. The findings will contribute to emerging scholarship on VR, extended reality (XR) and AI in education while offering practical guidance for institutions seeking to implement sustainable, technology-enhanced information literacy programs aligned with digital transformation initiatives in higher education.