Virtual reality in libraries to enhance children's learning engagement: a conceptual framework

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Abstract
Purpose: This paper aims to propose a conceptual framework that explores how Virtual Reality (VR) can enhance children's learning engagement in library environments. As libraries transform into interactive learning hubs, integrating immersive technologies presents new possibilities for engaging young learners. Design/methodology/approach: The study adopts a conceptual research approach grounded in three theoretical foundations: cognitive theory of multimedia learning, flow theory and the technology acceptance model. A systematic literature review and theoretical synthesis inform the development of the proposed model. This study is conceptual in nature and does not include empirical validation, but provides a foundation for future empirical research. Findings: The framework highlights the roles of VR experience quality and educational content relevance in enhancing perceived enjoyment, curiosity stimulation and library space perception. These mediating factors contribute to greater learning engagement among children. The study identifies key constructs and relationships that explain how immersive VR environments can transform passive library visits into meaningful and engaging learning experiences. Practical implications: This study offers a theoretical base for future empirical research and practical guidance for educators, librarians and policymakers aiming to implement VR technologies in libraries effectively. Originality/value: This paper fills a gap in existing literature by focusing on children's engagement with VR in library contexts, a topic often overlooked in educational and technological research. The conceptual model provides a foundation for advancing research in immersive learning environments within public and school libraries.

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