XR environments place new cognitive and emotional demands on learners. To avoid initial hurdles such as disorientation or feeling overwhelmed, targeted introductions to the technology, controls and potential challenges are necessary. The CAMIL model (Makransky & Petersen, 2021) emphasises that motivation, presence and self-efficacy should be specifically promoted in order to exploit the full potential of immersive learning settings

Teachers’ practical skills:

• Teachers can offer targeted introductions to technology (technical handling) and control.
• They can address potential challenges such as nausea or feeling overwhelmed.
• They can plan measures to promote motivation and self-efficacy.

Practical examples:
Getting started: Before using an XR application for the first time, the class practises navigation together, e.g. in the First Steps application. This allows them to practise at their own pace how to change their line of sight, select objects and use menus.

Physical reactions:
The teacher informs the learners in advance about possible physical reactions such as vertigo or discomfort. They explain how to take breaks if necessary and how to safely exit the application. 

Motivation:
In one session, learners freely explore the virtual environment and are then actively encouraged by the teacher to share their observations with the class.  This openness arouses curiosity and trust.

Source:
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

Effective design of XR learning scenarios requires teachers to have their own practical skills. In addition to a basic technical understanding, didactic and pedagogical skills and the ability to provide support are essential. Action skills are demonstrated in the ability to embed XR experiences in a way that is oriented towards learning objectives, to moderate them in a way that promotes learning, and to use the potential of these technologies responsibly.

Teachers’ practical skills:

• Teachers can supplement XR applications with structured preparation and follow-up phases.
• They can schedule reflection phases such as learning diaries or feedback rounds to reinforce the content.
• They can specifically link XR to the subject curriculum.

Practical examples:

Teachers select XR applications not on the basis of technical novelty, but on the basis of clearly defined learning objectives. In doing so, they teach the basics of navigation and address possible physical reactions. After the learning experience, teachers encourage structured reflection processes through discussion rounds or transfer tasks.

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://psycnet.apa.org/doi/10.1111/j.1467-9620.2006.00684.x

A professional introduction to XR environments is best achieved in a protected environment that promotes safety, curiosity and trust. Schools, universities and training providers can actively support this introduction. This can be achieved through device pools, practical introductions and collegial observation.

Requirements for a successful introduction:

• Provision of internal school device pools (e.g. VR glasses). This makes access available to a wide audience.
• Further training for teaching staff
• Establishing a culture of collegial learning.

Practical examples:

At the University of Education in Vienna, interested teachers have the opportunity to test the devices, view applications and develop their own teaching ideas. Participation is voluntary and practice-oriented.

As part of further training, head teachers have the opportunity to invite external persons who show concrete examples from the classroom and develop and offer small hands-on formats.

Colleagues who have already gained initial experience offer low-threshold training courses.

To use XR technologies effectively in teaching, it is not enough to be interested in the technology. Practical training, sound didactic concepts and peer exchange are crucial factors in promoting professional cooperation beyond individual initiatives. Didactic models provide a helpful basis for combining and utilising subject content, educational goals and technical resources in a meaningful way.

Action competencies and forms of cooperation:

• Teachers participate in practical training courses.
• Collegial cooperation is strengthened through regular exchange and shared materials.
• Didactic models are used for planning and reflection.

Practical examples:

Teachers attend multi-part XR training courses in which they develop, test and jointly reflect on their own teaching concepts.

Working groups are formed in schools and universities to collect, develop and reflect on teaching examples.

Didactic models are used to plan and develop teaching and learning opportunities.

The introduction of XR technologies is most successful when teachers can count on support. Guidance and support from experienced colleagues or external individuals creates security and opens up new perspectives. A gradual introduction is particularly recommended. It is important to set aside the desire to implement everything immediately and perfectly, and instead create space for experimentation, exchange and reflection through small projects.

Required support structures:

• Teachers are supported by experienced colleagues or external individuals.
• Reflection phases can help to identify challenges and ensure learning success.
• A gradual introduction with small projects ensures sustainable integration.

Practical examples:

A teacher plans a VR lesson in design class on the topic of proportions. She tests her concept in advance with an experienced teacher at the school in order to obtain specific feedback on the didactic implementation.

Teachers meet regularly online in a cross-school plenary session to reflect on the use of XR. The main focus is on discussing their own experiences and asking open questions.

A school launches an internal project in which two teachers use XR elements in their lessons. After the project has been carried out, there is a short collegial reflection session, from which concrete recommendations for other colleagues are formulated.

A key feature of professional practice in dealing with XR is the ability to consider technological options not in isolation, but in the light of educational and subject-specific objectives. Instead of starting from the technological appeal, teachers should first select subject-specific learning objectives and, based on these, determine suitable XR tools that are cognitively stimulating and didactically meaningful. The TPACK model can provide support in this regard.

Recommendation for implementation:

• Define learning objectives at the outset and compare them with XR applications.
• Select appropriate XR tools that support the achievement of competencies.
• Develop teaching scenarios that offer added value over traditional methods.

Practical examples:

In biology lessons, learners visualise the human blood circulation in an interactive VR application. The spatial experience makes the interaction between organs and functions comprehensible.

In foreign language lessons, learners move around in a simulated market scene. They engage in language activities such as asking questions, shopping or negotiating in authentic situations.

Source:
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

While planning lays the structural foundation, pedagogical professionalism is demonstrated in the concrete support of learners during XR use. Teachers take on the role of learning process facilitators, who not only enable technical entry, but also demand emotional security, self-control and orientation in unfamiliar spaces. Professional behaviour is demonstrated by the ability to recognise potential overload at an early stage and to enable individual learning paths.

Recommendations for implementation:

• Familiarise learners with the technology and controls in advance.
• Address potential challenges such as nausea or overload.
• Plan measures to promote motivation, self-efficacy and safety.

Practical examples:

In one lesson, students learn how to move safely in virtual space.

Before using an XR application, teachers talk to the class about the emotional stress that can arise when immersing themselves in realistic scenarios. Joint reflection promotes safety and avoids excessive demands.

Source:
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017

Beyond planning and implementation, an essential dimension of professional development lies in the ability to reflectively evaluate and sustainably anchor XR formats in the classroom. XR is not effective when it occasionally ‘impresses,’ but when it is systematically integrated, critically accompanied, and embedded in the curriculum.

Professional teachers use structural reflection formats (e.g. feedback, learning diaries, peers) to ensure the learning effect. This makes XR an integral part of professional teaching culture.

Recommendations for implementation:

• Reflection phases such as feedback rounds or learning diaries.
• Plan preparation and follow-up phases for consolidation.
• Integrate XR applications into the curriculum in cooperative projects.

Practical examples:

After a virtual simulation on climate, the class discusses in a structured feedback round which scientific principles were experienced and how these can be transferred to the current political debate.

In art class, learners reflect on a VR experience on the topic of ‘Gothic architecture’ in a learning diary. They link their observations to social and political issues.

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