XR Technologies: Teaching and Learning through Interactive, Accessible and Immersive Experiences

Anthony Chow, PhD, Professor and Director, San José State University School of Information

Anthony Chow, PhD, Professor and Director, San José State University School of Information

The School of Information at San José State University is launching a new Master of Instructional Design and Technology (MSIDT) degree in Fall 2025. One of the core areas we’ll be introducing is immersive teaching and learning environments, with a focus on digital literacy and the role of XR technologies. XR, or Extended Reality, encompasses three key experiences: fully immersive virtual reality (VR), mixed immersive or mixed reality (MR) and augmented reality (AR). These are essential tools for future instructional designers and technologists and a visual model from Onirix offers a great overview of how these technologies relate.

How We Use XR at SJSU’s School of Information

Virtual Reality (VR)

We use two main headsets to demonstrate VR: the Meta3 and the newer Apple Vision Pro. While we don’t do direct programming for these headsets, we focus on introducing people to the technology in our integration lab and at conferences. One of the most common reactions to experiencing VR for the first time is simply, “wow.” VR provides expansive 360-degree views and interactive experiences, like the popular game Beat Saber.

Another popular use is "Staycations," where users can experience places like coral reefs or space stations from their homes or classrooms. VR is widely used across many industries, including:

● Gaming and Entertainment: immersive games, virtual cinemas

● Education and Training: simulations for skill development, virtual field trips, historical recreations, or science-based learning

● Healthcare: surgical training, therapy, rehabilitation

● Architecture and Real Estate: virtual tours, design visualization

● Workplace Collaboration: virtual meetings, collaboration in hazardous environments

● Retail and E-commerce: virtual showrooms, immersive shopping

● Tourism and Travel: virtual travel experiences

● Sports and Fitness: VR fitness games, training analysis

● Social VR: virtual social spaces

● Art and Design: creative workspaces, virtual museums

“The ability to create immersive, interactive experiences in 3D environments via browser or smartphone enables new ways to organize and introduce content.”

Mixed Reality (MR)

We use three types of MR technologies: Microsoft HoloLens2, Apple Vision Pro and browser-based VR, which we access through FrameVR. The HoloLens2 is used to show first-hand views of our graduation ceremonies, overlaying digital displays on physical spaces. The Apple Vision Pro, designed for digital tasks like checking emails and making phone calls, also functions as a mixed-reality headset.

FrameVR has been particularly useful for creating immersive spaces. Our first project was a Ukrainian art gallery showcasing children's artwork, serving as both art therapy for them and an educational experience for viewers. Some pieces exist only in the virtual exhibit, making it the only way to experience their art.

Our second FrameVR space is a federally funded grant project focused on preserving the Northern Cheyenne language and culture. With fewer than 200 native speakers remaining, this space uses immersive tools like 360-degree photos and 3D avatars to introduce visitors to the Northern Cheyenne people. Users can explore artifacts, watch videos and view the tribe's buffalo herd in an interactive virtual space.

Our third public space is the Freedom to Read Banned Books metaverse, created in collaboration with organizations like the American Library Association (ALA). In this space, visitors can explore the history of book banning, sign up for a free library card, listen to readings from banned books and eventually experience immersive storytelling of select books. This space is organized non-linearly, allowing visitors to explore intellectual freedom in five themed rooms.

Augmented Reality (AR)

We’re currently using two types of AR applications. The first is a handheld hologram player, a fiberglass pyramid placed on a phone to project a 3D hologram. This setup is an excellent tool for teaching STEAM principles and catching people’s attention, especially with hologram videos of our staff. We use the Spectre full-scale player and smaller pyramids.

The second AR tool is our mobile app, SJSU iSchool Popups, which brings two avatars, Claire and Gen, to life on our printed materials. These avatars pop up to tell prospective students about our program and congratulate graduates. The app also allows users to take photos with the avatars and ask questions. We believe this interactivity is the future of AR-enabled print materials, enhancing storytelling with interactive features.

Conclusion

Extended reality (XR) represents a powerful set of tools for teaching and learning. Good instruction involves cognitive processing and XR uses gamification principles to engage learners with immersive 3D environments, interactive tasks and more control over information access. XR is now more usable and viable than ever, thanks to innovations like smartphones and browser-based VR, making these experiences accessible without expensive headsets.

That said, it’s important to diversify learning tools and XR technologies still come with barriers, such as time, skills and technological support. However, from a user perspective, XR is more accessible than ever before. The ability to create immersive, interactive experiences in 3D environments via browser or smartphone enables new ways to organize and introduce content. This truly represents a game changer for teaching and learning. With the global VR market expected to hit $87 billion by 2030, I highly recommend exploring XR components to enhance future learning activities. It’s an exciting new tool for creating enriched learning experiences for students.