Design for Extended Reality (DfXR): A Framework for Educational Services

Abstract

Abstract The rapid adoption of extended reality (XR) is driving the development of immersive educational services and increasing the need for systematic design approaches. From a Design for Extended Reality (DfXR) perspective, this study investigates authentic XR use-cases to develop an empirically grounded framework that synthesises design principles supporting educational service innovation, learner engagement, user adoption, and organisational implementation. The study is based on qualitative findings from open-ended provider and user-reflections, structured queries where use-case descriptions have been gathered. It explores a series of authentic use-cases, delving into both design and user experience aspects. The data was collected through firsthand experimental testing, use-case workshop reflections, and insights from the lead designer. In addition, two technology providers added use-case insights together with two classes of engineering design students. The findings uncover use-case design insights and their value concerns. Past research has shown that XR service solutions deliver added value to various stakeholders, employees, and customers on multiple fronts. The study identifies critical aspects for establishing user adoption proficiency and highlights that delivery value deviates between stakeholders, benefits, and practical use. This study contributes to the emerging DfXR discourse by synthesising findings from authentic XR use-cases into an empirically grounded framework for educational service design. The proposed framework demonstrates how pedagogical, technological, and organisational design considerations can be systematically integrated to support immersive learning, user adoption, and organisational implementation. By shifting the focus from technological capability to intentional design, the study provides practical guidance for developing scalable and effective XR educational services across higher education and professional learning contexts.