From Pokémon Go to Virtual Museums: XR’s Leap in Higher Education

Have you played Pokémon Go or been curious about Ray Ban’s new Meta glasses? Or have you watched Iron Man and imagined working on a floating screen? These different experiences are all related to extended reality (XR).

Today, higher education experts are exploring how these technologies can best serve students, teaching, research and institutional operations, and many are beginning to recognize their potential. Looking ahead, XR is also poised to evolve alongside artificial intelligence (AI), creating even more immersive and personalized learning experiences.

Want to learn more about the uses of XR in higher education classrooms like those at Berry College? Keep reading to hear from Brook Bowers, a visiting assistant professor of computer science, on XR in the higher education landscape.

What is XR exactly?

Extended reality (XR) is the spectrum of immersive technologies that blend the physical and digital worlds. It includes augmented reality (AR), which overlays digital elements onto the real environment, and virtual reality (VR), which creates fully simulated environments. XR is an umbrella term for experiences that range from lightly augmented reality to completely replaced reality.

For example, the game mentioned previously, Pokémon Go, was a highly publicized AR game, using a smartphone camera to overlay Pokémon characters into the real world. In contrast, Meta Quest, a common VR headset, allows players to be transported into a fully digital environment rather than just overlaying reality with digitized elements.

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Although these examples of both AR and VR sound more like entertainment than education, they are both being applied in new and exciting ways in higher ed.

A famous example

One of the most accepted and well-known examples of XR use in the classroom is for medical training in orthopedics, neurology and laparoscopy. Research indicates that XR technologies improve learners’ surgical skills and procedural accuracy while reducing risks and operating room time.

Applying these outcomes more broadly, Bowers asks: “What does it look like to make XR part of the future of education? It’s exciting, building new ways to experience knowledge.”

Describing the applications of XR for future education settings further, Bowers discussed its advantages.

Simulation: practicing a skill repeatedly

This advantage is clear from the research studies, but it is applicable in any field, not just medicine. What would you practice if you could create a simulation of something? Imagine a music student being able to take piano lessons without having to own a keyboard or reserve a practice room. Or imagine a pre-vet major helping a cow give birth. The opportunities are endless for application, and students could practice more frequently and simultaneously using XR options.

Inaccessible experiences: applying knowledge to a space you cannot access

Want to relive a moment in World War II history? Want to dive into the depths of the ocean to identify deep sea creatures? Before XR, this was only accessible through travel or a time machine. But with XR, you can apply your knowledge immediately in places you’d never dream of seeing in person.

Experiential learning: putting knowledge in action

Taking a French test or even being in a French conversation club is nothing like navigating the streets of Paris for yourself. With XR, French students could practice conversational French — ordering themselves a croissant, finding their way around the Métro or asking for directions in a museum without ever going to Paris.

The Reality at Berry

Right now, at Berry College, computer science and creative technologies majors are the main students engaging with XR, but it’s much more than toying with cool tech. With computing problems specifically, students can further visualize data, making it three-dimensional and easier to manipulate.

“It is my hope that our students move beyond being users of technology to becoming creators because this is a specialized skill set that’s going to stay valuable, even as AI reshapes other fields,” says Bowers.

“Here, students are learning ethics, storytelling and design alongside technology. The next generation won’t just step into virtual worlds; they’ll shape them. And we’re giving students the tools to start thinking about that process now.”

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For example, last year creative technologies lecturer Chris Whitmire and Irby Rollins ’25 put the Unreal game engine to use to make a 3D virtual museum. The Unreal game engine is a powerful 3D creation tool written in C++ that provides a suite of tools, including advanced physics and realistic character and world creation.

Rollins’s virtual museum told the stories of displaced artifacts (or artifacts that have been removed from their country of origin) by bringing it out of the computer screen and into the “real world,” projecting the museum on a physical dome built in their lab. Given the curvature of the dome and the use of multiple projectors, the digital world appeared on the dome and looked three dimensional.

“It was a challenging project,” says Whitmire. “Moving around the museum did not consistently work with the dome setup, but working together, she and I dabbled in solutions for projecting her virtual world off the computer screen and into the real one.”

Ultimately, we cannot predict exactly how XR will reshape the future or the landscape of education. But at Berry College, students are not just exploring these technologies; they are preparing to lead a world where digital and physical realities converge. And they are experiencing purpose-driven learning that includes a balance of technical skill and human perspective.

Want to learn more about Berry College and its distinctive four-year education journey full of connected learning experiences? Check out our virtual tour or come visit us in person!