Prototyping for eXtended Reality

The Immersive Learning Research Network (iLRN) is a 501(c)(3) nonprofit organization that connects educators, developers, and researchers to work together on realizing the scientific, technical, and applied potential of immersive learning. Extended Reality (XR) technologies present unique opportunities for fostering learning that address some of the world’s most capacious societal, environmental, and economic problems. The iLRN seeks to foster a global, interdisciplinary community of scholarship and practice, founded on the principles of open science and open design, aimed at leveraging those opportunities for the good of our planet and its inhabitants.

By offering resources, tools, and forums for experts to meet, share, and collaborate, as well as by undertaking its own strategically targeted research efforts, iLRN strives to assist and promote the development of knowledge, skills, principles, and practices of using XR-for-Learning.

iLRN’s has two flagship activities:
● The State of XR & Immersive Learning Project, which combines an annual environmental-scanning and future-forecasting effort with the development of a crowdsourced empirical evidence and knowledge base on “what works” in XR and immersive learning; this report, and
● The iLRN Annual Conference, featuring high-quality, original peer-reviewed research papers and presentations as well as practitioner contributions showcasing innovation and best practices at the leading edge of the XR and immersive learning field, since 2014, rotating between North America and Europe, and during the pandemic, the 2020 and 2021 conferences were online, and in 2022 hybrid online and in Europe.

The State of XR & Immersive Learning Project is comprised of two parts: the annual State of XR & Immersive Learning Outlook Report and the iLRN Knowledge Tree. These two components work together to compile research, track developments, and promote evidence-based practices.

The first component of the State of XR & Immersive Learning Project is the annual State of XR & Immersive Learning Outlook Report. This report is the culmination of an annual, Delphi-inspired environmental scanning and forecasting study similar to the well-known Horizon Report series previously published by the New Media Consortium.

For this inaugural State of XR & Immersive Learning Outlook Report, over 100
educators, education leaders, researchers, technologists, and others representing diverse learning sectors were selected to join a global panel of experts. Each was invited to contribute their perspectives on current and emerging trends in, as well as important developments and research on, the use of XR and immersive technologies for supporting learning.
Their open, asynchronous discussions and deliberations over the course of four months served as the springboard to produce this report, which showcases the findings of the study of XR and immersive learning in relation to:
●  The most important needs and opportunities
●  Barriers to adoption
●  Catalyzing technologies and developments

Member of Expert Panel: 

Sun Joo (Grace) Ahn University of Georgia, USA
Karen Alexander XRconnectED, USA
Dan Ayoub Microsoft, USA
Jorge Bacca Konrad Lorenz University
Foundation, Colombia
Cindy Ball Oculus / Facebook, USA
Steven Bambury Independent Consultant, UAE
Justin Berry Yale University, USA
Ayora Berry PTC, USA
Lucia Binotti The University of North Carolina at Chapel Hill, USA
James Birt Bond University, Australia
Lucas Blair RTI International, USA
Elizabeth Boyle University of the West of Scotland, UK
Aileen Chai Ministry of Education, Singapore
Emory Craig Digital Bodies – Immersive Learning, USA
Jesse Damiani Southern New Hampshire University, USA
Linda Daniela University of Latvia, Latvia
Drew Davidson Carnegie Mellon University, USA
Lisa Dawley University of San Diego, USA
Koos de Beer University of Pretoria, South Africa
Sara de Freitas, Birkbeck, University of London, UK
Chris Dede Harvard University, USA
Johannes DeYoung Carnegie Mellon University, USA
Heather Dodds Independent Scholar, USA
Jaime Donally ARVRinEDU, USA
Lana Franceska Dreimane Ministry of Education and Science, Latvia
Asha Easton ImmerseUK, UK
Sana Farid Munfarid Consulting, UAE
Helen Farley Department of Corrections, New Zealand
Sarah Fielding University of Southampton, UK
Cyntia Franco The University of Sydney,Australia
Michael Fricano II Iolani School, USA
Maya Georgieva The New School, USA
Alex Haber Magic Leap, USA
Stella Hadjistassou University of Cyprus, Cyprus 

Rhonya Hamada Google, USA
Sean Hauze San Diego State University, USA
Eric Hawkinson Kyoto University of Foreign Studies, Japan
Debbie Holley Bournemouth University, UK
Toshi Hoo Institute for the Future, USA
María Blanca Ibáñez Universidad Carlos III de Madrid, Spain
Sheila Jagannathan The World Bank, USA
Jason Jerald NextGen Interactions, USA
Mina Johnson-Glenberg Arizona State University, USA
Amy Kaufman University of California San Diego, USA
Fengfeng Ke Florida State University, USA
Roland Klemke Technical University of Cologne, Germany
Alexander Klippel The Pennsylvania State University, USA
Eric Klopfer Massachusetts Institute of Technology, USA
Richard Lamb East Carolina University, USA
Fabrizio Lamberti Politecnico di Torino, Italy
Becky Lane Ithaca College, USA
Belinda Lange Flinders University, Australia
Chad Lewis Tampa Preparatory School, USA
Daniel Livingstone The Glasgow School of Art, UK
Maja Manojlovic University of California, Los Angeles, USA
Sergio Martin National Distance Education University (UNED), Spain 

Kevin Merges Rutgers Preparatory School, USA
Diane Michaud Victoria College within the University of Toronto, Canada
Shailey Minocha The Open University, UK
Barbara Mones University of Washington, USA
Jacki Morie All These Worlds, LLC, USA 

Brooke Morrill Schell Games, USA
Anna Carolina Muller Queiroz Stanford University, USA
Susanna Nocchi Dublin Institute of Technology, Ireland
Carlos J. Ochoa Fernandez ONE Digital Consulting, Spain
Jessica Ochoa Hendrix Killer Snails, USA
Amy Peck HTC, USA
Andrew Phelps American University and University of Canterbury, USA and New Zealand
Johanna Pirker Graz University of Technology, Austria
Jan Plass New York University, USA
Lance Powell VR First, Turkey
Ekaterina Prasolova-Førland Norwegian University of Science and Technology, Norway
Iulian Radu Harvard University, USA
Matthew Ramirez Jisc, UK
Deborah Richards Macquarie University, Australia 

Nicola Rosa Accenture, USA
Dan Roy Massachusetts Institute of Technology, USA
Donna Russell Walden University, USA
Norma Patricia Salinas Martínez Tecnológico de Monterrey, Mexico
Steven Sato Rolling Hills Country Day School, USA
Philippos Savvides Arizona State University, USA
Kathy Schrock Wilkes University, USA
Claire Seldon NSW Department of Education, Australia
Carl Smith Ravensbourne University London, United Kingdom
Erica Southgate University of Newcastle, Australia
Marcus Specht Delft University of Technology, Netherlands
Bryne Stothard Frankfurt International School, Germany
Simon Su U.S. Army – Combat Capabilities Development Command Army Research Laboratory, United States
Kenji Tanaka Sony Electronics, United States 

Heather Thomson University of Toronto, Canada
Romero Tori Polytechnic School of the University of São Paulo, Brazil
Jolanda Tromp Duy Tan University, Vietnam
Barbara Truman University of Central Florida, USA
Jordan Tynes Wellesley College, USA
David Varela The Manufacturing Technology Centre, UK
Craig Vezina Z School, France
Fridolin Wild Oxford Brookes University, UK
Hla Hla Win 360ed, Myanmar 

Michał Wróblewski Learn Teach Explore, Poland
Nabil Zary Mohamed Bin Rashid University of Medicine and Health Sciences, UAE
Cindy Ziker SRI International, USAG.