Augmented and Virtual Reality Authoring

A Study of Educators’ Views

Authors

  • Qing Li Towson University
  • Christine See
  • Lynn Nichols
  • Ruddhi Wadadekar
  • Trudy Sullivan

DOI:

https://doi.org/10.55016/zsd8mr61

Abstract

This study reports a collaborative self-study of five educators’ experiences of teaching and learning augmented, virtual, and mixed reality (XR hereafter) in education. Specifically, it aims to examine educators’ beliefs about XR applications and the design considerations when they are engaged in authoring educational XR applications. The analysis of data showed that the educators put the learning outcomes at the forefront of their design of XR applications. When considering the topics for XR applications, educators tended to focus on content customized to their local contexts. Important design considerations also included curriculum and instructional design, equity, safety and other topics.

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Cover of the Journal of Educational Thought / Revue de la Pensée Éducative (JET), Volume 59.1, Spring 2026. The cover features a blue and light gray design with a large stylized white “JET” title across the center. Along the left side is a blue vertical panel with a faint image of a decorative architectural column. Near the top are four small square images showing partial views of university- and education-themed visuals, including text, an eye, a hand, and an abstract figure. The journal title appears in English and French beneath the main title. The University of Calgary crest and wordmark are displayed in the lower right corner.

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Published

2026-08-13

Issue

Vol. 59 No. 1 (2026): Journal of Educational Thought 59(1) - 2026

Section

Articles

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