Virtual World and the Teaching of Literature Studies in IR 4.0 Era: Learning Behaviour and Challenges of Malaysian University Students

Introduction

The rapid innovations in computer sciences and the emergence of technologies such as Virtual Reality (VR), Augmented Reality (AR), Metaverse and similar digitized worlds have greatly impacted the field of education. The potentials and limitations of the educational applications of virtual world are matters of ongoing debate among scholars whose research examine the multiple ways in which the Fourth Industrial Revolution (IR4.0) is transforming human life and behaviour—that is, how we live, work, and communicate. In this chapter, we argue that the radical changes that IR4.0 has made in the teaching approaches and learning behaviours have posed new challenges for students of literary studies in academia. For centuries, the study of literature has been a crucial aspect of education (Gurcaglar, 2020). Through the study of literature, students can gain a profound understanding of the human experience (Anderson, 2016), the complexities of language, and the power of storytelling. In Malaysia, literature studies have always played an important role in higher education (Mustaffa & Nordin, 2017).

This chapter aims to examine learning behaviour and challenges of Malaysian university students of literature studies in the context of IR4.0. Our aim is to investigate how digital and virtual world has impacted the teaching and learning of literature in Malaysian universities. On the one hand, the integration of technology in education has helped students with access to an ever-expanding range of resources. On the other hand, the rapid changes and advancements have presented considerable challenges. Understanding literature students’ learning behaviour in IR 4.0 era will help to better support them in their studies and create a more inclusive learning environment. We will begin by providing an overview of the Fourth Industrial Revolution and its impact on education. The chapter will then discuss the challenges faced by literature students in Malaysian tertiary education, including the difficulty in balancing the use of traditional and digital resources, the need for critical thinking and analysis in a rapidly changing world, and the impact of technology on language use and communication. The literature review will examine various approaches used by educators to address the challenges of teaching literature in the digital age, such as the integration of technology in the classroom, critical thinking skills in the curriculum, and the promotion of multilingualism and intercultural communication.

To understand these challenges, the study will employ a qualitative research approach using interviews with literature educators in Malaysian universities. The interviews aim to gain insights into the challenges faced by educators in teaching literature in the context of IR4.0 and the strategies they use to overcome these challenges. The data collected from the interviews will be analysed using thematic analysis. In conclusion, this chapter will provide insights into the challenges faced by Malaysian students in their literature studies in the context of IR4.0. The study will contribute to the existing literature on the teaching of literature in the digital age and provide recommendations for educators on how to better support students in their literary studies. The findings of this study will be of interest to literature educators, policymakers, and researchers interested in the intersection between literature studies and technology in education. Additionally, the chapter will address the cultural diversity of the country and the importance of creating an inclusive learning.