This page guides you step by step as you begin using XR in the classroom. The goal is to make the path to practical application as simple and straightforward as possible. Especially at the beginning, XR can seem complex or even overwhelming. That’s why a clear roadmap is so important. We’ve developed three consecutive steps that provide guidance and clarify key points. This way, your initial inspiration can quickly turn into concrete action.
In the first step, you’ll learn which XR hardware and software are available, where to obtain them, and which organisational requirements need to be considered.
In the second step, we present a concrete teaching example that illustrates the use of VR headsets in the classroom.
In the second step, we guide you in selecting appropriate learning applications for your lessons or in purposefully adapting existing teaching scenarios.
In the third step, the focus is on learning and teaching with XR. Here, you’ll also find examples and best practices.
You’ll get an overview of available XR hardware and their typical use. Common models for VR and AR hardware are presented, along with guidance to help you make informed, needs-based purchasing decisions.
HMDs enable full immersion into virtual environments (“worlds”). They are primarily used for VR, though some models also offer AR capabilities. This section answers common questions about HMDs.
There are various HMD brands, such as the Meta Quest 3, Pico 4 (or Neo 3), Apple Vision Pro, and VIVE Focus Vision. These devices are typically supplied with controllers that use built-in sensors to track hand movements and offer various types of buttons to enable interaction with virtual environments.
Most controllers feature analogue joysticks that allow movement in all directions, making smooth navigation through virtual spaces possible. They are usually complemented by standard buttons for object selection, action buttons for specific functions, and trigger buttons on the back, often used for gripping or manipulating virtual objects. High-end models also offer pressure-sensitive buttons that respond to varying levels of force, allowing for more nuanced interactions.
Haptic gloves provide realistic tactile feedback, making virtual objects feel tangible. Treadmills simulate movement within the virtual world without requiring users to physically move around the room. Scent dispensers add to the experience through smell-based stimuli that match the virtual environment. Although these technologies are rarely found in educational institutions due to their cost, they demonstrate the potential of VR for especially impressive and immersive learning scenarios.
Each brand comes with its own ecosystem. In the case of HMDs, it is similar to smartphones: devices like the Apple Vision Pro are designed to integrate into the Apple ecosystem, while manufacturers such as Meta (e.g., the Quest series) and Pico offer their own platforms. Each brand typically provides its own app store or a specific installation environment through which XR applications can be obtained.
Furthermore, HMDs differ in terms of their features and potential uses. Below are the key selection criteria to consider when making a purchase:
A well-founded comparison of features and systems helps you choose an HMD that not only excels technically but can also be meaningfully integrated didactically into your teaching.
Tablets are part of everyday professional life for many educators. Most current models support AR apps and are well suited for a low-threshold introduction to the technology. Here, you’ll find answers to key questions about using tablets as AR hardware.
A distinction is made between Android and Apple tablets. Android supports AR via Google ARCore, while Apple uses ARKit. Most current smartphones can also run AR apps (e.g. Pokémon Go). However, tablets are generally better suited for use in schools. Their larger screen makes operation easier, improves visibility, and supports collaborative work.
Most modern tablets are equipped with a camera and can therefore make use of basic AR functions. The easiest way to check compatibility is to search for AR apps in the relevant App Store or Play Store and read the compatibility information. This check can also be carried out from another device.
Smart glasses, such as the Ray-Ban Meta Wayfarer, are popular because they “hide” AR functions within the appearance of a conventional pair of glasses. However, given the current state of the technology, they are less suited for classroom use and are primarily designed for personal use.
Modern smartphones offer a wide range of AR features and can be turned into 360-degree VR headsets using tools such as Google Cardboard.
Before we explain where to find apps, it’s important to understand that there are various ways to obtain software for your XR devices. Just like with Windows and Mac, app installation methods vary depending on the hardware. In addition, some applications can be accessed via the browser or downloaded directly from the app developers.
In addition to app stores, some applications can be obtained directly from developers or providers. These are often specialised applications developed for specific academic or business purposes. The section “Finding and Adapting Suitable XR Content” will help you identify which apps are best suited to your teaching.
The Meta Store can be accessed directly via your Meta Quest device or through a web browser. It offers XR applications for users, including educational apps, games, and programmes that support proactive work and learning processes.
The Steam Store supports various XR devices. You can install apps via the SteamVR platform on your PC and use them through your HMD.
The Google Play Store is available on Android devices, including tablets and AR-compatible smartphones. It offers a wide range of AR applications and 360° content for various educational scenarios.
The Apple App Store can be used on iPads and iPhones, especially to search for AR applications. Additionally, the Apple Vision Pro has its own dedicated app store offering specially tailored XR content.
The Pico Store is specifically designed for Pico VR headsets and primarily targets the business sector. Its focus is on professional and enterprise-oriented XR applications.
WebXR is not a traditional app store but an open development framework for XR applications. These can be accessed directly via a URL or QR code without additional installation, making them especially easy to use through a web browser.
The portal for Virtuelles Interaktives Lernen (VIL) was specifically developed for use with compatible Pico headsets in the educational context. It offers a wide range of didactically prepared learning applications and provides targeted access to XR content for teaching.
Viveport is the app store for HTC Vive headsets and offers a wide selection of XR applications for educational, entertainment, and business purposes. The focus is on high-quality immersive experiences suitable for both private and professional use.
Sidequest is an unofficial marketplace popular among Meta Quest users and independent developers. The platform provides access to experimental, creative, and specialised XR applications that are not available through the official Meta Store.
This section provides information on setting up the classroom and theoretical models that can help you with classroom management.
The introduction of XR technologies is most successful in adaptable, clearly structured learning environments that enable safe navigation, focused interaction, and smooth processes.
Basic Principle: Flexibility
The classroom should allow for different configurations to support exploration, collaboration, and reflection (e.g., movement zones, workstations, quiet areas).
Open Areas (Safety Zones)
Provide sufficient open space with clearly visible markings so learners can move safely while wearing headsets. Communicate clear, concise instructions (e.g., start and stop signals, stopping if feeling unwell) to ensure safety and immersion (Harmer, 2002).
Reflection Questions:
Learning Stations
Set up stations for XRexperiences and collaborative projects (e.g. an XR station, a documentation or analysis station, a transfer station). This promotes PeerLearning and ensures equal participation with limited devices through roles, rotation schedules and short intervals.
Additional Tools
Plan controllers, sensors, charging and storage areas, cleaning materials and suitable software in accordance with the learning objectives. Ensure that all learners have access to the necessary resources (inventory list, loans, backup devices).
Instructions & routines
Provide standardised brief instructions on how to use the device (e.g. switching on and off, picking up and putting down, hygiene, cable management), supplemented by visual step-by-step instructions or ScreenMirroring. This ensures that the intended learning outcome is achieved and damage is avoided.
Reflection Questions:
Design Elements for Hybrid Learning Spaces
Interactive walls as displays and tables for collaboration structure hybrid learning spaces and promote effective collaboration.
Interactive Walls
Use interactive walls as displays for live casting, results presentations and joint editing via touch, supplemented by defined operating procedures and fixed casting paths. This keeps content clearly visible for everyone and facilitates collaboration.
Reflection Question:
Tables for Collaboration
Use tables that are designed for group work and integrate digital tools and screens, supplemented by power and network access and flexible arrangements. This supports collaborative work and multi-user interactions (Dede, 2009).
Reflection question:
Quick Checklist before you Start
Use the following quick checklist to ensure that the room, technology and processes are ready before you start.
When space, routines and resources work together harmoniously, the classroom becomes a reliable launch pad for immersive, safe and learning-oriented XRexperiences.
To ensure XR in the classroom is more than just a technology showcase, successful implementation begins with careful preparation of space, roles, and routines—from assessing the current situation through small pilot projects to establishing concrete safety and organisational rules.
Step 1: Clarify the Starting Point
Begin by analysing the space, equipment, and network infrastructure, and deliberately start with small, manageable steps. Low-threshold pilot phases using affordable VR headsets or browser-based XR applications allow for safe initial experiences and building routine.
Step 2: Plan Scenarios with Genuine XR Added Value
Develop teaching tasks that leverage the unique strengths of XR and support subject-specific goals:
Step 3: Intentionally Organise Learning
Class structure determines effectiveness:
Step 4: Sensible Zoning of the Room
Use flexible seating arrangements and different zones:
Step 5: Classroom Management & Safety
Communicate clear, concise rules:
Step 6: Didactic Framework and Quality Assurance
Refer to proven frameworks to integrate technology, pedagogy, and organisation:
Mini Checklist (ready to implement)
With this structure, the Classroom Space becomes a place where physical and virtual experiences merge meaningfully and learners benefit sustainably. Small, well-planned steps ensure acceptance, safety, and learning success.
Models to Support Organisational Planning
Didactic models such as CAMIL, SAMR, and TPACK offer practical guidance for implementing XR technologies in a structured and effective way in the classroom. They support teachers in approaching organisational preparations not only from a technical perspective, but also with didactic and strategic insight.
The CAMIL model (Makransky & Petersen, 2021) places learners at the centre. It supports the preparation for immersive scenarios by making key success factors such as motivation, presence, and cognitive load visible. It helps teachers design learning settings in a way that XR empowers rather than overwhelms. This can include targeted guidance within VR environments or tasks that foster self-regulation.
The SAMR model (Puentedura, 2012) assists in realistically assessing the level of XR integration. It shows how XR can initially enhance existing tasks (Substitution and Augmentation) and later transform them (Modification and Redefinition). Using XR at the higher SAMR stages means not just planning lessons, but reshaping learning processes, e.g. through virtual museum visits instead of traditional presentations.
The TPACK model (Mishra & Koehler, 2006) enables holistic planning by combining technological knowledge with subject-specific didactics and pedagogical expertise. It supports the selection of XR applications that align with both content and learning objectives and provides a structured foundation for lesson planning.
Together, these models enable professional preparation for the use of XR in teaching.
Dede, C. (2009). Immersive interfaces for engagement and learning. Science, 323(5910), 66–69. https://doi.org/10.1126/science.1167311
Harmer, J. (2001). The practice of English language teaching (3rd ed.). Longman
Makransky, G., & Petersen, G. B. L. (2021). The Cognitive Affective Model of Immersive Learning (CAMIL): A theoretical research-based model of learning in immersive virtual reality. Educational Psychology Review, 33, 937–958 https://doi.org/10.1007/s10648-020-09586-2
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Puentedura, R. R. (2012). The SAMR Model: Background and Exemplars. Hippasus. http://www.hippasus.com/rrpweblog
Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu. Publications Office of the European Union. https://doi.org/10.2760/159770
This teaching example is aimed at teachers at secondary levels I and II who want to use virtual reality (VR) in the classroom for the first time (number of pupils: 10 to a maximum of 15). It shows a tried-and-tested example that promotes the safe and self-determined use of VR glasses and controllers. No prior knowledge is required on the part of the students. However, it is important that the teacher tests the implementation themselves in advance in order to adapt the concept to the needs of the learners if necessary. The Oculus Quest 2, 3 or 3S are suitable for the implementation. The plan is to work with the pre-installed apps “First Steps” and YouTube. In two 50-minute teaching units, the students will discover key areas of application of VR in work, education and leisure, understand the technical basics of the devices, deal with the safety-relevant aspects and experience the use of this technology in a targeted, pedagogically sound framework.
Things to do before the lesson starts
- Check that all devices are charged and that the controllers are connected to the individual VR headsets.
- Check that the batteries in the controllers are charged.
- Check that the room boundaries for the room where the unit is being conducted are adjusted.
- Be open and allow for challenges, curiosity, mistakes and spontaneity.
Students develop their interest and curiosity about VR and activate their prior knowledge.
Brainstorming
Video
The teacher shows a short video on virtual reality, moderates a brainstorming session in the plenary and collects the students’ associations and previous experiences on the topic.
The students watch a short video on virtual reality, then contribute their own thoughts, experiences and questions in a brainstorming session and actively participate in the plenary discussion.
Students develop knowledge about areas of application for VR, technical components and safety regulations.
Station operation and role play.
VR glasses, video, tablets, handouts
The teacher prepares the station operation, provides the materials and explains the process of the development phase. The teacher accompanies the process, answers questions, provides specific input and assists with the handling of the VR glasses and with questions about the content. They then lead the role play, structure the distribution of roles and ensure that key content such as safety regulations and technical aspects are actively applied and reflected upon.
The students go through several stations where they learn about the areas of application of virtual reality, technical components and safety regulations and acquire knowledge. They work with VR glasses, watch a video, use tablets for research and work on handouts. They then take on different roles in the role play and apply their knowledge.
Students consolidate their knowledge of the areas of application of VR, the technical components and the safety regulations and apply this knowledge in practice.
Simulation.
VR glasses, tablets.
The teacher prepares a simulation to consolidate the students’ knowledge of the areas of application of virtual reality, the technical components and the safety regulations, which the students then apply in practice. During the simulation, the teacher observes the students’ behaviour, provides assistance if necessary and ensures that what they have learned is applied in a targeted manner.
The students take part in a simulation in which they apply their knowledge of the areas of application of virtual reality, the technical components and the safety regulations. They work with VR glasses and tablets, solve practical tasks and apply what they have learned.
Students reflect on what they have learned and their practical experience with the VR glasses.
Reflection round.
None
The teacher leads a structured reflection session. They ask specific questions, moderate the discussion and ensure that different perspectives are brought to the table. In doing so, they help the students to identify key insights and reflect on challenges.
The students participate in the reflection round, in which they describe their experiences using the VR glasses. They explain what they found exciting or new and where they encountered challenges. In doing so, they listen to each other and compare their perspectives with others.
Things to do after the lesson
- Switch off all devices.
- Connect devices to charging stations and check the batteries in the controllers.
- Reset room boundaries if the devices are also used in other rooms.
- Collect feedback from learners.
- Record a brief reflection on the implementation.
Students can:
…name examples of individual applications.
…describe how VR headsets work and their benefits.
…explain and apply safety regulations.
…use VR headsets for the assigned task.
a) Students can name various areas of application for VR in education, work and entertainment and describe examples.
b) Students can explain the basic functioning of VR headsets, including technical components such as motion sensors, screens and software.
c) Students can apply and justify the most important safety regulations when using VR headsets.
d) Students can use VR headsets in a targeted manner for specific tasks.
a) Content knowledge
b) Technological knowledge
c) Technological knowledge
d) Content knowledge
a) Interest
b) Cognitive load
c) Self-regulation
d) Self-efficacy
a) Information and data literacy
b) Problem-solving skills
c) Security
d) Communication and collaboration
e) Problem-solving skills
The brainstorming method is suitable for achieving learning outcome (a), as the method enables an open approach to the topic being discussed.
The station operation method is suitable for achieving learning outcome (b), as the method promotes individualization and independence, among other things.
The role-playing method is suitable for achieving learning outcome (c), as the method enables an experience-oriented approach to the topic being dealt with.
The simulation method is suitable for achieving learning outcome (d), as the method enables the targeted testing of new possibilities in a safe and practical context.
When selecting suitable XR learning applications, it is helpful to be familiar with the different types of XR environments (‘worlds’), each of which is geared towards specific learning objectives (Krüger et al., 2024, pp. 4–6). By systematically examining key features of these worlds, such as degree of immersion, interactivity, collaboration options, control effort, and space and hardware requirements, you can quickly find applications that suit your educational goals and your learning group.
The Exhibition World is a guided, structured learning setting. Learners move along predefined paths, use immersion to develop spatial and conceptual understanding, and access information at designated checkpoints. Alterations to the environment are not possible. In history lessons, for example, virtual tours of the pyramids could be implemented.
The Exploration World focuses on the acquisition of declarative knowledge and, unlike the Exhibition World, allows learners greater freedom of action. For instance, a virtual jungle in a biology lesson could be explored independently, without time pressure and without a predefined path.
Procedural knowledge is taught in a Training World. This is particularly relevant when teaching procedures and behaviour in dangerous situations. In electrical engineering, training worlds could be used to teach learners the five safety rules, for example.
The Experimental World allows for the modification of parameters and the observation of resulting effects. It supports exploratory learning and the testing of hypotheses. In physics lessons, for example, learners could investigate how a building collapse behaves when dynamite is placed at different supporting pillars.
The Construction World enables not only the manipulation of objects but also the creation of new ones. Learners can apply theoretical knowledge in practice, e.g. by using the principles of design theory in design lessons to work with three-dimensional objects and create within a virtual environment.
By understanding these different XR worlds, teachers can better identify and select XR applications or ready-made learning scenarios that align with their teaching goals, ensuring effective and engaging learning experiences for their students. It is important to note that these worlds can overlap. For example, an app can contain both exposure and exploration worlds. The type of world used then depends on the task formulated by the teacher.
Since numerous XR applications are available, teachers can enrich learning in various subjects through immersive experiences. However, selecting suitable XR content requires a decision based on learning objectives and careful consideration. Below are key criteria to help you with this process.
Make sure that the XR experience clearly aligns with your learning objectives and curriculum. Its use should be didactically meaningful and specifically support learning, rather than merely relying on technological effects.
Ensure that the content is age-appropriate, intuitive to use and can be accessed without significant technical effort. This will enable access even without in-depth prior knowledge.
Clarify in advance which devices are required and whether your room layout allows for safe use. Even smaller rooms can provide immersive experiences with thoughtful planning.
Favour XR experiences that encourage active engagement. Interactive elements promote long-term learning, boost motivation, and enhance content retention.
Select content that can be used flexibly across different subjects or learning settings. This allows you to use existing resources efficiently and create value in everyday school life.
XR content should be selected in a way that builds on the existing technical experience of teachers and learners wherever possible. Consistent use facilitates integration into existing teaching methods and promotes confidence in handling XR.
The integration of XR into everyday education opens up a variety of didactic possibilities. For smooth and sustainable use, structured management of content is indispensable. Below you will find key aspects for successful organisation of XR applications at your school:
XR applications can be installed manually on individual devices, which can be time-consuming when managing multiple headsets. More efficient is the use of XR management solutions such as ArborXR or ManageXR. These allow you to centrally install, update, and remove content, creating consistency and saving time.
Many XR applications require licences, which may be limited in number or need to be renewed regularly. Use cloud-based licence management to keep track of active licences and control learners’ access rights in a targeted manner. This helps you avoid bottlenecks and ensures smooth operation.
Regular software updates ensure the stability, security and functionality of applications. Schedule routine maintenance times to update devices, test applications and identify problems early on. A quick function test before use in class helps to minimise the risk of technical interruptions.
XR applications can be adapted to individual needs. However, their educational and didactic value does not depend on adaptations, as many apps are already well suited for use in a variety of contexts. Nevertheless, the available customisation options open up additional opportunities to tailor XR experiences optimally to learning objectives and target groups. This section presents options ranging between simple editing to the creation of entire learning worlds which allow technical adjustments to be made even without specific programming knowledge.
Many XR applications contain integrated editors that can be used to modify content such as text, technical terms, images or notes in a targeted manner. This allows materials to be adapted and contextualised to specific teaching requirements.
Sequence editors can be used to logically structure and link learning and action steps in the form of learning paths, scene sequences, dialogues or tasks. For example, a task can be set, worked on by the learners, then compared in a plenary session and finally reflected upon with targeted feedback.
A level editor allows you to design complete virtual environments. Objects can be placed in the space and interactive elements can be integrated. This allows you to create virtual classrooms where learners can divide into groups, work on assignments at digital stations and present their results. Even challenging projects such as the virtual planning of a city with renewable energy supply, green spaces and public transport can be realised.
AI-supported non-playable characters (NPCs) act as interactive virtual figures in XR environments that can communicate with learners in real time. Depending on the scenario and learning objective, NPCs respond with predefined or dynamically generated answers. They are not static, but act in a context-sensitive, variable and human-like manner. In different roles (e.g. coach, trainer, questioner), they accompany the learning process and specifically promote technical and interdisciplinary skills.
AI-supported XR systems could enable a dynamic, learner-centred feedback and assessment system that responds to recognised patterns in learning behaviour. In French training, for example, AI can not only count the number of correct answers, but also analyse progress in pronunciation, response to questions and interaction time. On this basis, an individual competence profile of the learner can be created, which supports targeted support and differentiated feedback in the learning process.
An XR application is being used at a higher education institution for business professions in Vienna, allowing students to practise internal meetings for customer acquisition in a virtual meeting room. The app is preconfigured and offers a selection of different conversation scenarios. In the first round, the teacher uses the standard version of the application and comes to the following conclusion:
After this initial trial, the teacher decides whether to modify the application by adjusting key terms in the editor (e.g. needs analysis, cold calling, warm calling) to slightly modify the application. This adapts the scenario even better to the subject-specific learning objectives. However, even the unmodified version of the app clearly showed how effectively subject-specific and communication processes can be promoted through XR.
In a digitalised learning environment, new technologies open up innovative opportunities to tailor individual learning processes and adapt them to learners’ strengths, weaknesses and learning speeds (Jisc, 2024). Individualised learning is a central pedagogical approach that supports this flexibility. Technologies such as extended reality (XR) and artificial intelligence (AI) open up new ways to promote visual-spatial skills in a differentiated and effective manner (Schulz-Zander & Tulodziecki, 2009).
The concept of individualised learning is based on constructivist learning approaches. Dewey (1938) emphasised that learning is particularly effective when it takes place through personal experience, reflection and social interaction. The interests and previous experiences of learners are crucial here, as new knowledge builds on what has already been learned. In this sense, Montessori (2021) promoted independent and exploratory learning in order to strengthen learners’ personal responsibility. Vygotsky (1978) argued that learning processes are particularly successful when they are adapted to the respective level of development. Hattie (2009) showed in his meta-study that personalised teaching methods, especially through targeted feedback, lead to significant learning progress.
Interactive 3D models for exploring geometric structures (Kavenius, 2024).
Detailed 3D visualisations of organs and biological processes (Alliance4XR, 2024).
Individually tailored language learning programmes with dynamic feedback (Jisc, 2024).
Simulation of machine models for individual problem solving (Vasilchenko et al., 2020).
Innovative technologies enable flexible and adaptive design of individual learning processes that go beyond traditional methods. Virtual Reality (VR) creates immersive experiences, Augmented Reality (AR) combines theoretical knowledge with concrete application situations, and AI-supported platforms create personalised learning paths. These technologies not only strengthen visual-spatial competence, but also promote motivation and self-control among learners. The key to their educational value is thoughtful didactic integration into everyday teaching in order to make the most of these technologies’ potential.
Alliance4XR. (2024, Ocober 25). 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 (Schriftenreihe der Burg Giebichenstein Kunsthochschule Halle, Nr. 23). Burg Giebichenstein
Dewey, J. (1938). Experience and education. Macmillan Company
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
Montessori, M. (2021). Grundlagen meiner Pädagogik und weitere Aufsätze zur Anthropologie und Didaktik (13., unveränd.Aufl.). Herder
Schulz-Zander, R., & Tulodziecki, G. (2009). Pädagogische Grundlagen für das Online-Lernen. In L. J. Issing & P. Klimsa (Hrsg.), Online-Lernen: Handbuch für Wissenschaft und Praxis (S. 35-45). Oldenbourg.
Vasilchenko, A., Li, J., Ryskeldiev, B., Sarcar, S., Ochiai, Y., Kunze, K., & Radu, I. (2020). Collaborative Learning & Co-Creation in XR. In CHI EA ’20: Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems (Article SIG04). ACM. https://doi.org/10.1145/3334480.3381056
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press
In order to specifically promote visual-spatial competence, cooperative learning processes in conjunction with digital technologies are becoming increasingly important (Schulz-Zander & Tulodziecki, 2009). Cooperative learning builds on Vygotsky’s (1978) social constructivist approach, which emphasised social interaction as the central driver of knowledge acquisition. This is complemented by Piaget’s (1985) theory of cognitive conflict, which states that learners develop further through interaction with others. Recent research shows that cooperative forms of learning are more effective than individualised learning approaches, especially in problem-oriented scenarios (Kyndt et al., 2013).
Collaborative learning processes can be effectively designed through the targeted integration of digital technologies. Interactive, immersive and adaptive XR solutions in particular offer a wide range of opportunities to strengthen collaborative learning.
Innovative technologies open up educational potential that goes far beyond conventional methods. VR creates collaborative learning spaces where learners can actively exchange ideas and develop joint solutions. AR enhances real environments with interactive content that encourages cooperative action. AI-supported platforms analyse group processes, provide data-based feedback and support the further development of collective learning strategies.
The combination of these tools not only promotes visual-spatial skills in a targeted manner, but also strengthens collaborative problem solving. Their didactically well-thought-out integration into everyday school life marks a forward-looking step towards interactive, dynamic and sustainable learning processes.
Virtual group visits to historical sites for joint reflection and discussion (Vasilchenko et al., 2020).
Interactive chemical reactions or physical simulations to promote cooperative problem solving (Jisc, 2024).
Collaborative editing of digital design plans and simulation of technical processes (Alliance4XR, 2024).
Collaborative work on virtual geometry models to explore spatial relationships (Kavenius, 2024).
Alliance4XR. (2024, Ocober 25). XR in education: Transforming Learning with Immersive Experiences. https://alliance4xr.eu/2024/10/25/xr-in-education-transforming-learning-with-immersive-experiences/
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
Kyndt, E., Raes, E., Lismont, B., Timmers, F., Cascallar, E., & Dochy, F. (2013). A meta‑analysis of the effects of face‑to‑face cooperative learning: Do recent studies falsify or verify earlier findings? Educational Research Review, 10, 133–149. https://doi.org/10.1016/j.edurev.2013.02.002
Schulz-Zander, R., & Tulodziecki, G. (2009). Pädagogische Grundlagen für das Online-Lernen. In L. J. Issing & P. Klimsa (Hrsg.), Online-Lernen: Handbuch für Wissenschaft und Praxis (S. 35-45). Oldenbourg.
Vasilchenko, A., Li, J., Ryskeldiev, B., Sarcar, S., Ochiai, Y., Kunze, K., & Radu, I. (2020). Collaborative Learning & Co-Creation in XR. In CHI EA ’20: Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems (Article SIG04). ACM. https://doi.org/10.1145/3334480.3381056
With the CAMIL model (Makransky & Petersen, 2021), teachers can design XR learning environments that specifically support cognitive (attention, processing, cognitive load), emotional (interest, motivation, self-efficacy) and metacognitive processes. This holistic approach strengthens factual, conceptual and procedural knowledge as well as knowledge transfer. The systematic integration of the model’s dimensions creates immersive learning experiences that complement traditional methods and exploit the potential of XR in a didactically effective way.
The CAMIL model emphasises the importance of cognitive factors such as interest and cognitive load for effective learning in XR contexts. A well-thought-out didactic design enables teachers to control these factors in a targeted manner.
Options for teachers:
Practical example: In a virtual history lesson, learners could wander through a detailed replica of an ancient city, with the complexity of the historical information presented gradually increasing to avoid overwhelming them.
Motivation, self-efficacy and embodiment are among the central dimensions in the CAMIL model. XR technologies offer particular potential for specifically promoting these factors and thus providing lasting support for emotional learning.
Options for teachers:
Practical example: In a virtual language lab, learners could take on roles as avatars in everyday situations in a foreign-language country, where they have to master both linguistic and cultural challenges.
Promoting self-regulation through targeted reflection phases is a central aspect of the CAMIL model. This enables learners to consciously process their experiences in XR environments and to question and specifically develop their own learning behaviour.
Options for teachers:
Practical example: After a virtual chemistry experiment, learners are given access to a digital reflection room. There, they analyse their approach, identify possible sources of error and jointly develop improvement strategies for future experiments.
Makransky, G., & Petersen, G. B. L. (2021). The Cognitive Affective Model of Immersive Learning (CAMIL): A theoretical research-based model of learning in immersive virtual reality. Educational Psychology Review, 33, 937–958 https://doi.org/10.1007/s10648-020-09586-2
The use of XR technologies opens up new didactic possibilities and can significantly increase motivation to learn. In order for teachers to make meaningful use of this potential, it is necessary to be open to innovative teaching concepts that go beyond traditional methods and at the same time complement them in a meaningful way. In addition to a functioning technical infrastructure, reliable structural and pedagogical support is required. Only in this way can the integration of XR be successful in the long term and enrich teaching practice.
Low-threshold access is crucial for teachers to be able to unleash the potential of immersive technologies in the classroom. School administrators and school authorities play a central role in this regard. As a first structural foundation, they can organise a shared device pool where virtual reality headsets or augmented reality tools can be borrowed. At the same time, introductory events organised within the school, for example by media-savvy teachers, enable initial, non-binding contact with XR applications. This creates an open culture of explicitly desired joint learning, experimentation and further development.
A key component for the successful implementation of XR in the classroom is the establishment of practical training opportunities. These should go beyond purely technical handling and also convey specific didactic applications. Formats such as observations in pilot projects, workshops or collegial exchanges are particularly effective, as they allow teachers to experience how XR settings can be structured and designed to be effective for learning. Concepts such as the TPACK model (Mishra & Koehler, 2006) are helpful here, as they illustrate the balance between technical, subject-specific and pedagogical aspects. The CAMIL model (Makransky & Petersen, 2021) can also be helpful, as it takes into account key factors such as presence, motivation and self-efficacy for XR experiences that promote learning.
Practical support by experienced ‘XR buddies’ can make it easier to get started with immersive teaching and learning formats. Media-savvy teachers or external experts are available as contact persons, providing constructive feedback on initial teaching experiences and offering support with technical or didactic challenges. A step-by-step approach has proven particularly successful, in which smaller teaching sequences are supplemented with XR elements before more complex learning scenarios are designed.
A key factor in the successful use of immersive technologies is continuous reflection among teaching staff. XR-supported learning scenarios are often more intensive than traditional forms of teaching and place particular demands on cognitive processing, motivation and learning control. In order to meet these challenges professionally, exchange formats within the teaching staff and cross-school networks are particularly valuable.
At the same time, lasting openness to XR only develops where teachers receive comprehensive support. This includes access to equipment, relevant training and collegial support. If immersive scenarios are introduced gradually, curiosity and openness are maintained. In this way, XR is not perceived as a short-term trend, but as a didactically sound tool for the further development of teaching and learning culture.
Makransky, G., & Petersen, G. B. L. (2021). The Cognitive Affective Model of Immersive Learning (CAMIL): A theoretical research-based model of learning in immersive virtual reality. Educational Psychology Review, 33, 937–958 https://doi.org/10.1007/s10648-020-09586-2
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
