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Leverage the principles of XR interaction. Generate a guide to converting an application to (or from) an XR framework.

Advancements in computer technology have revolutionized extended reality (XR) experiences, including augmented reality (AR), virtual reality (VR), mixed reality (MR), and 360° photography and videography. These technologies have found widespread adoption in various educational contexts, from K-12 schools to universities. However, community and technical colleges in the United States have been slower to adopt these innovative instructional modalities. This study was conducted in two phases to investigate factors influencing the adoption of XR technologies at two-year institutions. In the first phase, Advanced Technician Education (ATE) program participants were surveyed (n = 44) on barriers to adoption of XR at two-year institutions. In the second phase, participants from two-year colleges (n = 18) were interviewed guided by the Consolidated Framework for Implementation Research (CFIR) to identify their perceptions and the challenges faced in implementing XR-enabled instruction. Most survey respondents (20.5%) reported a lack of XR knowledge as a reason for not integrating XR into their curricula, followed by the cost of XR hardware and content (10.3%). Lack of knowledge about XR was rated as a “moderate” barrier and hardware and content costs were both rated as “significant” barriers for XR implementation. The qualitative findings identified enhanced visualization, experiential learning, high student engagement, and institutional support for technology implementation as facilitators to XR adoption. In contrast, limited availability of XR educational content, restricted development opportunities of XR content, integration challenges of XR technologies with existing learning management systems, resource constraints, and training needs of educators were reported as hindering the implementation of XR technologies at two-year colleges.

The Cross-Platform Conversion Framework for XR in Technician Education presents a structured, replicable process for adapting immersive learning content across multiple platforms and devices. Developed through the Resource Collaborative for Immersive Technologies (RECITE), an NSF Advanced Technological Education (ATE) project, this framework addresses one of the most persistent challenges in extended reality (XR): ensuring accessibility, interoperability, and sustainability of educational content across heterogeneous XR ecosystems. The framework introduces a four-layer software architecture: Content Abstraction, Interaction Logic, Platform Translation, and Deployment Packaging, supported by a five-stage development process that integrates pedagogical design with technical implementation. All development and testing were conducted in Unity to maintain WebGL compatibility and ensure browser-based accessibility. To make the workflow actionable, RECITE developed an accompanying online XR Conversion Tool that guides users through each stage of the process, generating tailored conversion guides for developers, educators, and instructional designers. This white paper provides both conceptual and practical guidance for implementing cross-platform XR experiences in technician education. It is published under a Creative Commons Attribution-ShareAlike 4.0 International license (CC BY-SA 4.0) and aligns with Web Content Accessibility Guidelines (WCAG) 2.1 and Section 508 compliance standards.

Advancements in computer technology have revolutionized extended reality (XR) experiences, including augmented reality (AR), virtual reality (VR), mixed reality (MR), and 360° photography and videography. These technologies have found widespread adoption in various educational contexts, from K-12 schools to universities. However, community and technical colleges in the United States have been slower to adopt these innovative instructional modalities. This study aims to investigate the factors influencing the adoption of XR technologies at 2-year institutions, guided by the consolidated framework for implementation research (CFIR). A qualitative research approach was applied by interviewing 13 educators from 2-year colleges to identify their perception and the challenges faced while implementing XR-enabled instruction. Limited availability of XR educational content, restricted development opportunities of XR content, limited integration of these technologies with existing learning management systems, resource constraints and training needs of educators are some of the factors that hinder implementation of these technologies at 2-year colleges.

This white paper presents the development of a comprehensive taxonomy and metadata schema for cataloging 3D assets in the Open Educational Extended Reality (OEXR) Library. Created through the Resource Collaborative for Immersive Technology (RECITE) and supported by a multi-institutional National Science Foundation grant, this work addresses the critical need for discoverability, pedagogical alignment, and interoperability of open 3D models in educational XR environments. The taxonomy provides a hierarchical classification system aligned with STEM, health sciences, arts, workforce, and technical education domains, while the metadata schema extends established standards (Dublin Core, LRMI, Schema.org) to capture the unique technical and instructional characteristics of 3D/XR content. The framework is informed by community input from educators, instructional designers, and technologists, and is designed for extensibility, accessibility, and integration with learning management systems and XR platforms. Key outcomes include a discipline-aligned taxonomy, a customizable metadata schema, and a roadmap for future development—enabling more effective organization, search, and reuse of immersive learning resources. This work serves as a foundation for further research and implementation in digital asset management for open educational XR content. Developed by the RECITE team (St. Cloud State University, CA2VES, CAST, Clemson University, EARTh, Motlow State Community College, Somerset Community College) under NSF ATE grants #2331451–#2331455. Licensed under CC BY-SA 4.0. For more information, visit recitexr.org.

This white paper presents a comprehensive framework for the cross-platform integration of accessibility features into extended reality (XR) environments, including virtual reality (VR) and augmented reality (AR). Developed by the Resource Collaborative for Immersive Technology (RECITE) under a multi-institutional National Science Foundation grant, the document synthesizes current guidelines, best practices, and emerging technologies to support inclusive design for users with diverse abilities. The framework addresses accessibility across multiple domains – visual, audio and language, mobility, cognitive, and multi-user interaction – offering practical recommendations for XR developers and instructional designers. It highlights the role of artificial intelligence (AI) in enhancing accessibility through dynamic adjustments, speech-to-text, text-to-speech, walkability simulations, and personalized learning environments. The white paper also aligns accessibility strategies with the Universal Design for Learning (UDL) framework, ensuring that immersive learning experiences are both challenging and supportive for all users. This resource serves as a baseline for evolving best practices in accessible XR design, supporting the creation of flexible, user-centered environments that remove barriers to participation and learning. Developed by a collaborative team from St. Cloud State University, CA2VES, CAST, Clemson University, EARTh, Motlow State Community College, and Somerset Community College, and licensed under CC BY-SA 4.0.