Examining the Role of Immersive Virtual Reality Environments in Facilitating Experiential Learning for Archival Science Students: A Quasi-Experimental Design

This quasi-experimental study investigated the efficacy of immersive Virtual Reality (VR) environments in enhancing experiential learning outcomes for archival science students. Traditional archival education often faces challenges in providing hands-on experience with fragile or geographically dispersed collections, limiting practical skill development. This research aimed to determine if VR could bridge this gap by offering a simulated, interactive learning space. A cohort of 60 graduate archival science students was divided into two groups: an experimental group that engaged with a custom-designed VR module simulating archival appraisal and arrangement tasks, and a control group that utilized conventional case study methods. Pre- and post-intervention assessments measured knowledge acquisition and practical skill performance, while a post-study survey evaluated student perceptions of engagement and usability. Results indicated a statistically significant improvement in practical skill application and a higher reported sense of engagement within the VR group compared to the control group. Knowledge acquisition showed comparable gains across both groups. These findings suggest that immersive VR environments hold substantial promise as supplementary tools for fostering experiential learning in archival science education, offering a safe and accessible platform for developing critical professional competencies.