ETEC_V 565S S_66A 2025SS Consolidation Reflection
This site is still in progress. I’m building it to share my thoughts and studies, but for now, it’s mainly used for my MET coursework.
Sean Jeon
Updated 2025.07.23
Sumitted 2025.07.23
ETEC 565V introduced me to a multidimensional view of immersive technologies, particularly through the integration of theoretical frameworks such as affordance theory, experiential learning, and liberatory design. Through key readings and case studies, I came to understand how XR is not merely a technological enhancement, but a pedagogical shift that redefines how learners engage with knowledge. Radianti et al. (2020) emphasized the importance of design elements in VR for higher education, and this was particularly resonant with my work on VanVR, where spatial immersion allowed learners to access remote pathology specimens. Similarly, Aiello et al. (2023) and Dhar et al. (2021) validated the use of simulation XR in health education, supporting my ongoing exploration of VR's role in anatomy instruction.
This course also foregrounded equity concerns. Bali and Caines (2018) reminded me that as we innovate with XR and AI, we must also be vigilant about whose voices are represented. Pahi and Schroeder (2023) discussed the urgency of privacy in XR, while others warned against algorithmic bias in AI-mediated education. These insights shaped my ethical stance: technology must serve pedagogy, not replace it, and must bridge, not widen, access gaps. As I framed in my own philosophy, "Technology can bridge the gap between learning pedagogy challenged by situational change."
Collaborative learning was a highlight of this course. During the in-person week, while working on the team project, I revisited my skill set as a design facilitator. I was reminded of the importance of storytelling—not just for engaging learners, but for building trust and clarity across interdisciplinary design teams. Our immersive group work encouraged deep thinking around empathy, equity, and experience design, and these engagements helped solidify my belief that effective XR design depends as much on collaborative process as it does on technical execution.
The instructor's micro-prompts and scenario-based reflections encouraged me to blend my prior project work into the course’s frameworks. These connections helped me see XR not as a siloed toolset, but as an integrated part of an educational ecosystem where context, learner agency, and ethical grounding are essential. The micro-prompting structure also sparked a new research direction for me: studying how AI prompting can be combined with agile product design, human-centered design, and project-based learning to enhance educational experiences. This blended model will be the foundation for my future EdD work.
I experimented with several XR platforms throughout the term. Even though I had already used Unity in my professional work, this course helped me revisit the importance of spatial sound in VR—how carefully designed audio cues can significantly deepen immersion and emotional resonance. I also explored the role of voice-over and spatial audio in enhancing emotional engagement within immersive experiences.
On the AR side, I explored mobile-based image tracking using Adobe Aero. Prototyping with Adobe Aero, in particular, gave me a positive outlook on future XR development for my work. It offered an intuitive platform for rapidly testing spatial interactions and visual storytelling using image anchors. Each tool presented unique constraints—Unity required high computational power and WebGL optimization, while AR development on mobile highlighted challenges in device compatibility and user onboarding.
My CLT projects were a return to my roots as a designer-facilitator. In particular, CLT 6 was an opportunity to apply agile methods and low-tech prototyping to redesign a healthcare XR tool. Through this, I reinforced my belief that educators must shift from "sage on the stage" to mentors and facilitators. I embraced the roles of product owner and scrum master, designing XR experiences that scaffold student agency while responding to real-world contexts. During the in-person team project, these roles came to life in a collaborative setting. Facilitating the co-creation of our VR experience with peers reminded me how powerful shared ideation, real-time feedback, and co-design tools like Miro can be in shaping inclusive and compelling immersive experiences.
The group immersive reality project during the in-person design week was a turning point that reinforced my understanding of the power of storytelling in immersive tools. the feedback of group project highlighting our thoughtful integration of cultural responsiveness, spatial design, and emotional tone. By using Miro to storyboard and Unity to prototype a lake-draining scenario based on Indigenous land rights, I saw firsthand how environmental storytelling could foster empathy and reflection. This experience reaffirmed that immersive technology is most impactful when narrative is at its core—an insight that will continue to guide my work in ethical and inclusive XR design.
I also deepened my commitment to metacognitive design. Inspired by Dunning and Kruger (1999) and Holstein et al. (2020), I see future immersive tools as co-orchestrators—helping students track their misconceptions, progress, and reflection cycles. These principles are already informing my work in developing AI-powered student guides and multiplayer experiences in VanVR.
Moving forward, I intend to pursue the following actions, including integrating my learning into upcoming research and practice through ETEC 580 and my EdD:
VanVR Expansion for ETEC 580: I will focus on extending the VanVR platform to better support remote learning students. This includes implementing a multiplayer scenario where learners can explore anatomical content together in real time, as well as improving onboarding, accessibility, and spatial audio design. The aim is to evaluate the educational impact of immersive VR environments through iterative design cycles and user testing.
EdD Research on AI Prompting in Education: My doctoral work will center on investigating the intersection of AI prompting, agile product design, project-based learning, and human-centered design. Inspired by the micro-prompting structure of ETEC 565, I plan to explore how AI tools can scaffold metacognitive reflection, enhance student agency, and support adaptive learning experiences in both XR and traditional environments.
By grounding my next steps in research, practice, and equity, I aim to continue evolving as a designer-educator in the age of immersive and intelligent technologies.
Aiello, S., Cochrane, T., & Sevigny, C. (2023). The affordances of clinical simulation immersive technology within healthcare education: A scoping review. Virtual Reality, 27, 3485–3503. https://doi.org/10.1007/s10055-022-00745-0
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
Dhar, P., Rocks, T., Samarasinghe, R. M., Stephenson, G., & Smith, C. (2021). Augmented reality in medical education: Students' experiences and learning outcomes. Medical Education Online, 26(1), 1953953–1953953. https://doi.org/10.1080/10872981.2021.1953953
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
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
Pahi, S., & Schroeder, C. (2023). Extended privacy for extended reality: XR technology has 99 problems and privacy is several of them. Notre Dame Journal on Emerging Technologies, 4, 1.
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