Understanding XR – Basics and Orientation (EN)

Understanding XR - Basics and Orientation

What Is XR and What Potential Does It Offer for Teaching and Learning Contexts?

XR technologies such as virtual reality (VR) and augmented reality (AR) open up fascinating new worlds of learning. They make it possible to understand content through active experience. Complex topics become tangible, abstract concepts can be experienced directly. These technologies can not only enhance teaching, but fundamentally change it. For this potential to be realised, targeted didactic design is required. It is not enough to simply operate the technology. It is crucial that teachers develop scenarios that enable experiences and focus on the learning success of the students. They can design learning spaces where knowledge, interaction and engagement come together.

The XR Compass helps you find your way around. Click through the questions and expand your knowledge of XR

XR, AR, and VR at a Glance

To be able to use XR (extended reality) in the classroom, you first have to understand the different terminologies used to describe different types of XR. XR is an umbrella term that includes various technologies, such as augmented reality (AR), and virtual reality (VR). It can be imagined as a continuum: at one end is the real world without digital additions, at the other is a completely virtual environment with no perceivable real-world elements. While there are other technologies available, AR and VR are most commonly used with the largest availability of apps.

Augmented Reality (AR) enhances the real environment with digital content. Learners continue to see their surroundings, but additional information is displayed, for example on a tablet screen or via AR glasses. In biology class, for example, a 3D model of the heart can appear on a textbook, or during a city tour, historical photos can be superimposed directly onto the real building on a smartphone. The real world remains visible: AR merely supplements it.

Virtual Reality (VR) completely replaces the real environment with a digital world. With VR glasses, students are completely immersed in a simulation, such as an ancient forum, a laboratory or a foreign landscape. This technology is particularly suitable for content that is difficult or impossible to access in real life.

What XR Hardware Is Available – and What Makes It Special?

If you want to use XR in the classroom, you should first take a look at the available hardware. So-called HMDs (head-mounted displays) are particularly common. These are glasses that display virtual or augmented content directly in front of the eyes.

Popular brands include Meta Quest 3, Pico Neo 3, Apple Vision Pro and VIVE Focus 3. These devices usually come with additional hardware that is used to navigate the virtual environment.

Controllers recognise hand movements and have several controls:

Joysticks for navigation
Buttons for selection and interaction
Triggers on the back, often for grabbing or moving virtual objects

Some modern controllers are even pressure-sensitive. This means that they respond to the strength of the button press, enabling even more refined control. To further enhance immersion in the virtual world, there are additional devices:

Technologies such as walking platforms (movement in VR without actually changing location), haptic gloves (simulation of touch and forces) or scent systems (release of appropriate smells) enhance the virtual experience, but are still rarely used in education due to their high purchase costs.

When Does it Make Sense to Use XR in the Classroom?

There are a variety of reasons for using XR in the classroom. These depend on the content, the learning and competence goals, and the methods used in the classroom. Accordingly, there is no blanket answer to this question, and each teacher must answer it on a case-by-case basis. The following questions will help you assess whether XR should be used in the classroom:

Enablement: Does the use of XR enable learning activities that would not have been possible in traditional teaching, or at least not in such an authentic way? For example, exploring another era, the inside of the circulatory system or a machine?
Embodied cognition: This theory states that human cognition is not just an abstract process in the brain, but is deeply influenced by physical experiences, sensory abilities and interaction with the physical environment. Can the use of XR be expected to have a positive influence on the learning process through physical experiences?
Risk reduction: Can the use of XR reduce hazards? Examples of this include working in hazardous environments, e.g. on a construction site, or with hazardous objects, e.g. during gas shielded welding.
Motivation: The use of XR motivates students because it is a new and innovative medium, but also because it promises greater freedom in learning. This motivation can help less able pupils in particular to engage in a more intensive learning process and improve their learning performance. Can XR be expected to promote motivation?
Cost reduction: Can costs be reduced through the use of XR, e.g. by not going on field trips or not using paint when painting car parts?
Scaling: This includes the ability to create as many learning spaces as needed. For example, a vocational school can often only provide one motor vehicle workshop, but in VR, as many workshops as necessary can be provided.
Visualisation: Can XR be used to visualise facts in a more accessible way so that students can understand them better? For example, the representation of electric field lines in three-dimensional XR space is easier to understand than in a textbook.

Overall, XR should not be used as a teaching medium on its own, but should be well integrated into the overall structure of the lesson. When planning lessons, it is therefore important to ensure positive interaction with other media and methods.

Sources and Further Information

Alliance4XR. (2024). XR in Education: Transforming Learning with Immersive Experiences. https://alliance4xr.eu/2024/10/25/xr-in-education-transforming-learning-with-immersive-experiences/

Buether, A. (2010). Die Bildung der räumlich-visuellen Kompetenz: Neurobiologische Grundlagen für die methodische Förderung der anschaulichen Wahrnehmung, Vorstellung und Darstellung im Gestaltungs- und Kommunikationsprozess. Nr. 23 der Schriftenreihe Burg Giebichenstein Kunsthochschule Halle.

Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.

Jisc. (2024). Extended Reality in Learning and Teaching Report 2023/24. https://www.jisc.ac.uk/reports/extended-reality-in-learning-and-teaching-report-2023-24

Kavenius, E. (2024). Learning XR – Extended Reality as a Tool in Education and Training. LinkedIn. https://www.linkedin.com/pulse/learning-xr-extended-reality-tool-education-eeva-kavenius-jrrhf

What Physical and Psychological Effects Can XR Have?

XR technologies open up impressive opportunities for immersive learning experiences, but they also come with certain physical and psychological stresses that should not be underestimated. Teachers are required to recognise these aspects early on and take them into account when planning lessons. The following section describes key factors and provides practical, solution-oriented tips for dealing with them.

Physical Effects and Possible Solutions

Dealing with Dizziness and Motion Sickness

VR can cause dizziness or nausea. This happens because the brain receives conflicting signals: the eyes perceive movement, but the body does not feel it. Beginners are particularly sensitive to this. To avoid such effects, high-quality headsets with low latency should be used. Calm content without fast or jerky movements is also helpful. Make sure to take regular breaks, and especially at the beginning, it may be useful to work in groups of three per VR headset. This allows learners to take turns and keeps the potential strain low. However, motion sickness in particular is also a matter of practice. Many of the effects diminish after repeated use of VR.

Human Perception and Acceptance in Immersive Environments

Some people feel uncomfortable when interacting with environments or virtual characters that look almost, but not quite, like real people. This feeling is called the ‘uncanny valley’ effect. To avoid this, it is better to use clearly designed, stylised characters and environments. These are often more pleasant and easier for many learners to accept than almost real but unnatural-looking representations.

What About People Who Wear Glasses?

Many XR headsets can be used with glasses, but not all of them are comfortable to wear, especially for long periods of time. Be sure to choose headsets that can be adjusted to fit well and offer enough space for glasses. Use special corrective lenses that can be inserted into some models to increase comfort. Also, make sure you have cleaning supplies for glasses and lenses on hand. Disposable spacers can also help make the fit more comfortable.

General Safety Instructions

During XR experiences, students often move around. In confined spaces, this can quickly lead to accidents. Therefore, make sure that the room is free of obstacles and offers enough space to move around. Establish simple, clear rules: for example, that students only stand in a marked area, put down loose objects beforehand and use the wrist straps on the controllers. A supervisor should always be present during use so that they can provide quick assistance in an emergency.

Epilepsy Safety Notice

Some XR content displays rapidly flashing lights or patterns. These can trigger seizures in people with photosensitive epilepsy. Therefore, always clearly indicate potential risks and encourage affected students to check the content beforehand. If possible, only use content that is considered safe for people with epilepsy or is certified as such.

Mental Health Effects and Challenges

Cognitive and Emotional Overload: To Much Information at Once

XR environments often seem particularly realistic and motivating because they contain many visual stimuli, sounds and interactive elements. This can enrich learning, but it can also easily lead to cognitive overload. Reducing this overload supports learners in processing information more effectively, which in turn leads to improved understanding, stronger retention and more successful practical application of the content. To help you should avoid these situations and introduce XR gradually. Begin with short and simple scenarios, then slowly increase the complexity so students can become familiar with the environment step by step. Provide clear instructions and define a specific learning objective to support orientation and understanding. Use small guidance aids such as easy-to-follow steps or broke down the tasks into smaller parts.

After using XR, it is important to reflect on the experience together. Talk to the students about what they have experienced and build on this to consolidate what they have learned. This keeps the learning environment exciting but not overwhelming.

Strengthening Self-Regulation of Students

XR experiences encourage independent discovery. This is exciting, but it can also be distracting. Some students become so immersed in the virtual world that they find it difficult to switch back to normal lessons. Others have difficulty concentrating or working on specific tasks.

To help students avoid these situations, clear structures are essential for managing XR effectively. This includes setting defined time limits for XR sessions (es. 15 Minutes) and ensure smooth transition back to regular lessons. Structured tasks within XR should guide learners to focus and support goal-oriented engagement. Follow up discussions that allow students to reflect on their learning outcomes. In addition, digital self-regulation should be strengthened by promoting responsible and reflective use of XR technologies.

Example:

During a virtual trip to Mars, one student uses the VR-Headset, and the other students complete a worksheet or discuss what they have learned in small groups. This helps to consolidate what they have learned and maintain concentration. Discussions about the conscious use of digital media also promote self-regulation skills.

Sources and Further Information

Booth, F. W., Roberts, C. K., & Laye, M. J. (2017). Lack of exercise is a major cause of chronic diseases. Comprehensive Physiology, 2(2), 1143-1211.

Chen, L., Yan, R., & Yu, J. (2025). Virtual nature, real relief: How exposure to virtual natural environments reduces anxiety, stress, and depression in healthy adults. NPJ Digital Medicine, 8, 679. https://doi.org/10.1038/s41746-025-02057-4

Hamari, J., et al. (2014). Does Gamification Work? A Literature Review of Empirical Studies on Gamification. Proceedings of the 47th Hawaii International Conference on System Sciences, 3025-3034.

Knaust, T., Felnhofer, A., Kothgassner, O., Höllmer, H., Gorzka, R., & Schulz, H. (2022). Die räumliche Präsenz mediiert den Einfluss von Immersivität auf Entspannung: Eine Sekundäranalyse. Digital Psychology, 3(2), 7–26. https://doi.org/10.24989/dp.v3i2.2046

Lanman, D., & Luebke, D. (2018). Near-eye light field displays for virtual reality. ACM Transactions on Graphics, 32(6), Article No.: 220.

Makransky, G., & Petersen, G. B. (2021). The cognitive affective model of immersive learning (CAMIL): A theoretical research-based model of learning in immersive virtual reality. Educational Psychology Review, 33(3), 937–958. https://doi.org/10.1007/s10648-020-09586-2 .

Slater, M., & Sanchez-Vives, M. V. (2016). Enhancing Our Lives with Immersive Virtual Reality. Frontiers in Robotics and AI, 3, 74.

Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. Educational Psychology Review, 22(2), 123-138.

What Ethical Aspects Need to Be Considered?

XR technologies make learning lively, motivating and varied, but they also come with responsibilities. Teachers should ensure that their use in the classroom is safe, fair and responsible. Key points include: the protection of personal data, the digital well-being of students, appropriate content and respectful interaction with one another. Students and parents need to know what data is being collected and what it is being used for.

Data Protection and Security

XR applications often collect personal data such as movements, eye movements or learning behaviour. Therefore, only use tools that comply with the GDPR.

Always check the privacy policy before use. Give preference to applications that do not require personal student accounts and only collect a small amount of essential data. Inform students and parents in a clear manner about what data is collected and what it is used for.

Example:

In a VR city tour in history class, only the stations visited and the duration of use are stored, not any personal data. The teacher explains this to students and parents in advance. This ensures that the use of the application remains transparent and compliant with data protection regulations.

Digital Well-being of Students

Prolonged use of XR can be physically and mentally exhausting. Common complaints include tired eyes, headaches, dizziness or stress from too many stimuli. To ensure that learning with XR does not become exhausting, you should balance its use. Limit the duration of an XR session to around 10 to 15 minutes at the beginning and then consciously plan breaks. Switching between digital and analogue activities also helps to reduce stress. Give students the opportunity to talk about their experiences. This will help them learn to use digital media mindfully.

Example:

In an AR lesson on anatomy, students first look at digital models of the human body. Then, in small groups, they build a skeleton using flashcards. Switching between screen time and physical activity promotes concentration and protects against overload.

Cultural Sensitivity in XR Content

Since XR simulates real-life situations, teachers should ensure that the content is age-appropriate, culturally sensitive, and free of prejudice. Some applications (un-)intentionally show stereotypical representations or contain scenes that may overwhelm students.

It is therefore important to thoroughly review XR content before using it in the classroom. Make sure that the materials show different perspectives and do not disadvantage any groups. Discussions about prejudice and representations in digital worlds also help to raise students’ awareness.

For example, for a VR excursion to an ancient Egyptian tomb, the teacher checks in advance whether the content accurately reflects historical facts and whether cultural representations are respectful. In doing so, they make sure that no stereotypical images are conveyed. In addition, they plan a debriefing session in which students can discuss how people and cultures were portrayed in the simulation.

Virtual, but not without Rules: Ethics in XR Learning Settings

In XR environments, students interact via avatars, gestures, and voice communication. This can give rise to inappropriate behaviour, cyberbullying, or ethical challenges in dealing with digital identity. To ensure a respectful and safe learning space, it is crucial that teachers formulate clear expectations for behaviour. Options for teachers are:

Define binding rules for interaction in XR environments (e.g. maintaining virtual personal space).
Discuss the responsible design of avatars and respectful behaviour in digital spaces.
Promote positive digital citizenship – make it clear that actions in virtual spaces can have real consequences.
Actively observe interactions and offer targeted guidance on the use of XR multiplayer applications.

An example: In a VR collaboration project, students work together to design a sustainable city. At the beginning, the teacher sets clear rules of conduct, such as respectful behavior and avatar selection. During the session, the teacher monitors interactions, intervenes when necessary, and provides feedback. Afterwards, the students reflect on their behavior and discuss ethical issues, such as how to behave respectfully in virtual space. In this way, they learn to take on digital responsibility.

Sources and Further Information

Dede, C. (2009). Immersive Interfaces for Engagement and Learning. Science, 323(5910), 66-69.

Hamari, J., et al. (2014). Does Gamification Work? A Literature Review of Empirical Studies on Gamification. Proceedings of the 47th Hawaii International Conference on System Sciences, 3025-3034.

Makransky, G., & Petersen, G. B. (2021). The Cognitive Affective Model of Immersive Learning (CAMIL): A Theoretical Research-Based Framework for Learning in Immersive Virtual Reality. Educational Psychology Review, 33(3), 937–958.

Navarro-Haro, M. V., et al. (2019). Mindfulness-Based Virtual Reality Interventions for Stress Reduction. IEEE Transactions on Visualization and Computer Graphics, 25(5), 1921-1931.

Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315-341.

Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. Educational Psychology Review, 22(2), 123-138.

Wiederhold, B. K., & Wiederhold, M. D. (2008). Virtual Reality Therapy for Anxiety Disorders. Cyberpsychology & Behavior, 11(3), 348-352.

How can XR support diversity and inclusion?

Compared to traditional learning methods, XR offers the advantage of allowing different perspectives and realities of life to be experienced directly and vividly. For example, learners can understand what everyday life is like for people with disabilities or from other cultures. Such experiences not only promote knowledge, but also compassion and understanding. In addition, XR can be easily adapted to different needs, enabling teachers to teach in a more inclusive way.

An inclusive attitude and the fair use of XR in the classroom.

An inclusive attitude is the ethical compass for the development and use of XR technologies in education. It requires understanding diversity as a resource, actively avoiding exclusion and structurally anchoring participation. XR technologies offer the opportunity to redesign learning spaces, make content emotionally accessible and promote individual learning. When XR is conceived from an inclusive perspective, it can not only enrich teaching, but also have a transformative effect on society.

Virtual Embodiment and Cultural Diversity

XR enables students to slip into different identities and thus develop empathy. This is particularly well suited for teaching cultural diversity, historical perspectives and complex social issues.

Opportunities for teachers:

You could conduct virtual excursions to different cultures and socio-economic environments.
You could use interactive historical reenactments to present history from different perspectives.
You could initiate global community projects to promote intercultural cooperation.

Example: In the ‘Cultural Windows’ project, students could take virtual trips to explore different cultures and deepen their intercultural understanding.

Customisable Learning Environments and Individual Needs

XR offers the possibility to adapt learning environments to different learning styles and needs. This allows teachers to effectively take individual requirements into account.

Opportunities for teachers:

They could integrate multilingual options or sign language into XR applications.
They could use accessibility features to include students with different disabilities.
They could develop personalised learning paths that take cultural background and individual learning styles into account.

Example: In a virtual chemistry experiment phase, students could analyse their approach and develop improvement strategies in a digital reflection room, with the environment adapted to their individual needs.

Safe Spaces and Global Perspectives

XR environments offer protected spaces where marginalised students can express themselves safely. They also enable global perspectives and promote ‘global citizenship’ thinking.

Opportunities for teachers:

Teachers could create safe virtual spaces where students can discuss openly.
They could use XR platforms for international collaborations.
Teachers could organise virtual debates on global issues.

Example: In a virtual environment, students could use avatars to act out everyday situations in a foreign-language country, overcoming both linguistic and cultural

Sources and Further Information

Demokratiezentrum Wien. (2024). ReX – Reflecting XR for a diversity-sensitive higher education. https://www.demokratiezentrum.org/forschung/projekte/aktuelle-projekte/rex-reflecting-xr-for-a-diversity-sensitive-higher-education/

Stiefelbauer, C., & Ghonheim, A. (2024). XR in der Lehre: Erfahrungen aus drei Projekten an der WU Wien. e-teaching.org. https://www.e-teaching.org/praxis/erfahrungsberichte/xr-in-der-lehre-erfahrungen-aus-drei-projekten-an-der-wu-wien

Inclusive Attitude

An inclusive attitude sees diversity as a natural part of social reality and is based on fundamental rights such as education, participation, and self-determined involvement for all people. It is characterized by an understanding of action that views inclusion not as a finished state, but as an ongoing development. This process requires ongoing critical examination, openness to learning processes, and a willingness to adapt. In the context of education, this attitude is expressed, among other things, by turning away from problem-oriented perspectives and turning toward a resource-oriented approach to diversity. Learners are not defined by their supposed limitations, but by their individual strengths and potential. Educational opportunities are designed accordingly so that heterogeneity is understood as an enriching starting point and is used in a targeted manner.

Inclusive Design of XR for Teaching

When XR technologies are intentionally designed and incorporated with inclusion in mind, they can address diverse needs and open new pathways for learning and experience. Principles like participatory development, multisensory engagement, and cultural diversity, and representation are essential in this context.

This means that teaching and learning in XR environments should be closely linked to participatory development, which involves the early and active inclusion of individuals with disabilities, diverse backgrounds or other marginalized experiences in the educational systems. Their perspectives help to identify potential barriers at an early stage and reduce the risk of exclusion before it becomes structurally embedded in XR applications that have been selected by the teacher. At the same time, multisensory engagement plays a central role by enabling multiple access pathway such as voice control, haptic feedback and adaptable visual settings, thereby supporting meaningful participation for learners with sensory or mobility limitations. Furthermore, cultural diversity and representation are essential elements of inclusive XR environments. Virtual spaces and digital avatars can and should reflect the heterogeneity of society in an authentic way, making diverse identities visible while consciously avoiding stereotypical portrayals. Together, these approaches contribute to XR learning environments that foster equitable access, recognition, and participation for all learners.

Challenges and Reflection Strategies in the Context of Technology and Inclusion

XR technologies hold potential for creating inclusive and engaging educational experiences. Unfortunately many existing applications still reflect normative assumptions regarding bodies, language and cultural norms. This points to a structural challenge as digital solutions are often created within largely homogeneous teams that lack diverse perspectives, particularly those of marginalized communities. The underrepresentation of diversity in technological fields further reinforces the neglect of gender related perspectives, allowing stereotypes and exclusionary patterns to persist without sufficient critical reflection.

For this reason, the educational use of XR should extend beyond technical implementation and include critical engagement with questions of representation, participation and power dynamics.

Sources and Further Information

Arkabaev, N., Tran, D. V., Chu, V. T., Hashimova, S., & Nasirova, S. (2025). Use of virtual reality for inclusive education: Assessing the availability and adaptation of educational materials. Premier Journal of Science. Advance online publication. https://doi.org/10.70389/PJS.100148

Demokratiezentrum Wien. (2024). ReX – Reflecting XR for a diversity-sensitive higher education. https://www.demokratiezentrum.org/forschung/projekte/aktuelle-projekte/rex-reflecting-xr-for-a-diversity-sensitive-higher-education/

Richter, J., Sharabi, L., Luchmun, R., Geiger, T., Hale, A., & Hall, A. (2023). Virtual reality as a tool for promoting diversity, equity, and inclusion within the higher education landscape. In Proceedings of the 15th International Conference on Computer Supported Education (CSEDU 2023) (Vol. 2, pp. 574–580). SCITEPRESS. https://doi.org/10.5220/0011995900003470

Stiefelbauer, C., & Ghonheim, A. (2024). XR in der Lehre: Erfahrungen aus drei Projekten an der WU Wien. e-teaching.org. https://www.e-teaching.org/praxis/erfahrungsberichte/xr-in-der-lehre-erfahrungen-aus-drei-projekten-an-der-wu-wien