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ETEC_V 565S S_66A 2025SS Critical Learning Task # 6: Immersive Exploration: Unveiling the Societal Impacts of Emerging Technologies- Positive Outcomes and Future Implications

Integrating XR and AI in Higher Education: Future Scenario and Action Plan

Sean Jeon

Updated 2025.07.05
Sumitted 2025.07.05

Societal, Cultural, and Economic Shifts Driving XR Adoption

The Potential of XR to Transform Learning

Synergies Between XR and AI in Education

Hyper-Personalizing Education through XR

Equity, Access, and Cultural Implications

Ethical Considerations

Conclusion and commendations

Questions for future implimentation

References

Education is changing quickly as technology advances and students’ needs evolve. Traditional lectures and memorization don’t engage learners or teach the skills needed in the 21st century. Technologies like Extended Reality (XR) and Artificial Intelligence (AI) can make lessons interactive and personal, transforming education by 2045 (HolonIQ, 2023).

Students now expect learning to be as engaging as the apps and games they use daily. Schools must plan carefully to use XR and AI effectively while avoiding new inequalities or risks.

Societal, Cultural, and Economic Shifts Driving XR Adoption

Students grow up with technology and want learning to be hands-on. Employers also demand skills like creativity and teamwork, which XR supports better than rote memorization (Future Business Tech, 2022). XR can prepare students for jobs requiring tech skills by offering safe, realistic practice, such as surgery or engineering (Kolo, 2023). The COVID-19 pandemic proved technology is essential for education continuity, showing why XR and AI must become part of everyday learning (DW Shift, 2023).

Video generated by SORA ai

The Potential of XR to Transform Learning

XR turns abstract lessons into active exploration. For example, Anne Frank House VR lets students virtually walk through Anne Frank’s hiding place, making the Holocaust more personal and emotional (Anne Frank House VR, 2020). The Climb 2 shows how VR builds courage and spatial awareness as students climb virtually (Oculus, 2021). However, students may experience the Dunning-Kruger effect (Dunning & Kruger, 1999), overestimating their real-world skills after virtual practice. Climbing in VR, for instance, doesn’t build real muscle memory or teach safety needed outside VR.

This false confidence can make students ignore safety and health needs, reversing Maslow’s hierarchy of needs by skipping foundational needs like rest or security (Peachey, 2018). Educators must remind students XR is a tool for practice, not a substitute for real-life experience.

Synergies Between XR and AI in Education

XR’s immersive experiences paired with AI’s personalized guidance can transform learning. AI tutors adapt XR activities in real time, giving instant feedback and helping students progress at their own speed (Zawacki-Richter et al., 2019). AI also analyzes student data to help teachers identify areas where students struggle (Holstein et al., 2020), creating smarter, more supportive learning environments.

Hyper-Personalizing Education through XR

Recent AI trends show rapid growth in adaptive learning tools, chatbots, and intelligent tutoring since 2022 (HolonIQ, 2023). By 2045, AI will personalize XR learning, providing tailored challenges and support to match each student’s pace. Many students report feeling less stressed and more motivated when learning is adjusted to their needs.

Equity, Access, and Cultural Implications

While XR and AI can bring learning to underserved areas (Radianti et al., 2020), they can also worsen gaps if devices and internet are unavailable. Wealthier students may have both real and virtual experiences, while low-income students may miss out completely. Globally, richer countries could advance faster, leaving poorer nations behind.

Cultural homogenization is another risk. XR content often reflects dominant cultures, making some students feel excluded (Bali & Caines, 2018). Diverse voices and local content must be included so every student feels represented.

Image Source: https://risetowin.org/what-we-do/educate/resource-module/equality-vs-equity/index.html

Video generated by SORA ai

Ethical Considerations

Students and parents are concerned about privacy, since XR and AI collect personal data like performance, behaviour, and even voice recordings. Mixed Reality (MR) can blur the line between private and public spaces because MR experiences use real-world surroundings, potentially capturing voices, personal information like faces, and details of home or school environments without consent. This data could be stored or even used to train AI systems unknowingly, raising serious ethical questions.

Schools need clear policies on data use, consent, and security. Another ethical issue is mental health: long VR or MR sessions can cause eye strain, headaches, or feelings of disconnection from the real world. Students have shared that extended use of immersive technologies can feel isolating or overwhelming, highlighting the need for balance.

Educators and policymakers must ensure innovation doesn’t come at the cost of privacy, safety, or students’ emotional well-being.

Conclusion and commendations

XR and AI can transform education by making learning active, personal, and culturally inclusive. Planning for equity, privacy, and balance will ensure these technologies benefit every student, preparing them for a connected, changing world.

Train Teachers: Prepare educators to use XR and AI effectively.
Ensure Access: Provide devices and internet to all students.
Align with Curriculum: Design XR lessons with clear goals.
Personalize Learning: Adapt XR with AI for each student.
Include Digital-Free Time: Create unplugged discussion opportunities.
Pilot and Scale: Test small programs before expanding.
Update Policies: Protect privacy and set standards.
Focus on Key Subjects: Start with areas like STEM.
Promote Acceptance: Encourage positive attitudes toward XR.
Support Global Equity: Help poorer countries access XR and create local content.

Questions for future implimentation

How might we design XR and AI tools to be culturally inclusive, so students from diverse backgrounds see themselves represented and feel valued in immersive learning experiences?
How might we proactively assess and address emerging ethical concerns like data privacy, mental health risks, and overreliance on virtual simulations as XR and AI become more common in education?
How might we measure the long-term impact of XR and AI on students’ real-world skills, critical thinking, and emotional well-being, beyond initial excitement or short-term academic results?

References

Anne Frank House VR. (2020). Anne Frank House VR | Oculus Rift, Oculus Go, + Gear VR [Video]. YouTube. https://www.youtube.com/watch?v=ttaQ0VaYG_I

Bali, M., & Caines, A. (2018). A call for promoting ownership, equity, and agency in faculty development via connected learning. Teaching in Higher Education, 14,46. https://doi.org/10.1186/s41239-018-0128-8

Dunning, D., & Kruger, J. (1999). Unskilled and unaware of it: How difficulties in recognizing one’s own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 77(6), 1121–1134. https://doi.org/10.1037/0022-3514.77.6.1121

DW Shift. (2023, July 15). The future of learning: AI, VR, and digital tools redefine education [Video]. YouTube. https://youtu.be/Hbg9evpdZYk

Future Business Tech. (2022, November 11). The future of augmented reality 2030 [Video]. YouTube. https://youtu.be/D8V2nxeWHmI

HolonIQ. (2023). The state of AI in education 2023. HolonIQ. https://www.holoniq.com/notes/artificial-intelligence-in-education-2023-survey-insights

Holstein, K., McLaren, B. M., & Aleven, V. (2020). Co-designing a real-time classroom orchestration tool to support teacher–AI complementarity. Journal of Learning Analytics, 7(2), 34–57. https://doi.org/10.18608/jla.2019.62.3

Kolo, K. (2023, August 4). The true impact of XR on education: Beyond the hype. The VR/AR Association. https://www.thevrara.com/news2/2023/8/4/the-true-impact-of-xr-on-education-beyond-the-hype

Oculus. (2021). The Climb 2 | Launch Trailer | Oculus Quest Platform [Video]. YouTube. https://www.youtube.com/watch?v=YSNPalIihiE

Peachey, N. (2018). Applying Maslow’s hierarchy of needs to the use of educational technology. PeacheyPublications.com. https://peacheypublications.com/applying-maslows-hierarchy-of-needs-to-the-use-of-educational-technology

Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 147, 103778. https://doi.org/10.1016/j.compedu.2019.103778

Tamm, K. (2023, September 11). VR and AI in education: The future of learning [Video]. TEDx. https://www.youtube.com/watch?v=XGkWh4v1hCE

Zawacki-Richter, O., Marin, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education–where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 1–27. https://doi.org/10.1186/s41239-019-0171-0

Zhao, X., Ren, Y., & Cheah, K. S. L. (2023). Leading virtual reality (VR) and augmented reality (AR) in education: Bibliometric and content analysis from the Web of Science 2018–2022. SAGE Open, 13(3), 1–17. https://doi.org/10.1177/21582440231190821

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