Authors: Rebecca McNulty, Ph.D., and Rohan Jowallah, Ed.D., University of Central Florida
Editor: Dr. Denise Lowe, University of Central Florida
Dear ADDIE,
I am interested in trying out Extended Reality, like virtual, augmented, or mixed reality, to make learning more immersive at my institution. It sounds exciting, but I’m not sure how to begin. I’d like to start with a needs assessment to see if XR makes sense for our courses and our students. For any course, I want to be sure it connects to our learning goals, that we have the right technology, that it is affordable and accessible, and that both faculty and students are ready for it.
What kinds of questions could we ask teachers, students, and technical staff to help figure out if integrating XR is the right choice?
Sincerely,
Immersive, Not Impulsive
Dear Immersive,
Many institutions are now exploring Extended Reality and its uses in teaching and learning, so beginning with a needs assessment is a thoughtful and responsible approach to integration. XR is most effective when it addresses a clearly defined instructional outcome rather than serving as an engaging, but disconnected, add-on resource. By asking targeted questions of faculty, students, and technical staff, institutions can determine whether immersive technologies meaningfully support learning goals and whether they can be sustained within a specific educational context.
When instructors consider integrating any innovative technology, pedagogy should lead the decision by prioritizing alignment with learning goals and instructional challenges. For XR, an effective starting point is asking faculty where students consistently struggle and whether those challenges involve spatial complexity, process understanding, access to resources, or safety and risk. For question examples, see the table below:
| Innovative Technology Questions to Consider |
|---|
| Do students need to practice high risk procedures in a controlled environment? |
| Would observing cause and effect in real time help students visualize complex relationships? |
These kinds of questions can help determine whether virtual, augmented, or mixed reality are instructionally justified.
Collaborate with instructors to design assessments that capture authentic learning outcomes and mirror real world scenarios, while avoiding overemphasis on technology use. As you design, build in structured reflection opportunities that help students translate XR experiences into practical, discipline-specific understanding.
Student perspectives are essential for understanding access, readiness, and perceived value. As instructors consider integrating XR, they should ask students directly whether cost, location, or access to equipment limits their ability to engage fully in current course activities. Instructors could also invite students to share what devices they have available, how comfortable they feel using immersive technologies, and whether motion sensitivity or accessibility needs may affect participation. Students can help determine whether interactive or immersive experiences would strengthen their understanding of complex systems, procedures, or spatial relationships, and which alternative formats would ensure participation for all learners.
Technical and support staff play a critical role in assessing feasibility and long-term impact. In collaboration with instructional designers and instructors, these experts can evaluate existing infrastructure, hardware availability, software compatibility, and the level of technical support available to faculty and students. Address data privacy and ethical use early by discussing the types of learner data XR tools collect and how that data is stored, protected, and shared. Work with technical and institutional partners to ensure transparency, compliance, and responsible data practices. Technical staff can also help identify whether platforms are FERPA compliant, the training or maintenance required, and if contingency plans exist for technology failures.
Together, these questions help determine whether XR addresses genuine instructional needs related to access, safety, spatial understanding, or engagement while remaining affordable, accessible, and ethically responsible. A deliberate needs assessment ensures that XR is implemented with intention and purpose, supporting learning outcomes rather than complicating them.
What other ideas or plans for XR integration have you applied or are exploring at your higher education institution? Please share your thoughts with our TOPkit community on LinkedIn!
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