Reviewers of Educational Immersive and Extended Reality (XR) experiences: Who is creating these reviews and why?
Sophie McKenzie, Shaun Bangay, Maria Nicholas, Adam Cardilini, Majeet, Singh

TL;DR
This paper conducts a scoping review to identify who reviews educational XR experiences and why, highlighting the lack of a standardized review system and the need for clearer reviewer information to aid user decision-making.
Contribution
It provides a systematic analysis of existing literature on eduXR reviews, revealing reviewer characteristics and motivations, and underscores the need for improved review transparency.
Findings
16 papers analyzed for reviewer roles and motivations
Identified gaps in review system standardization
Highlighting the importance of reviewer transparency for users
Abstract
This paper presents a scoping review of literature to examine who is reviewing educational immersive or extended reality - eduXR experiences and why. EduXR experiences in augmented, virtual or mixed reality take many forms, from supporting manual training, engaging learners in conservation, to provide opportunities for social connection. For users of eduXR, reviews of an experience can provide information that helps them determine whether it will meet their learning needs or not. The source of the review, that is, who they are and why they have conducted the review, is critical in helping the user judge the reviews quality and relevance. At present, there is no settled review system in place for eduXR, though relevant frameworks exist for serious games review with relevance and overlap for some, but not all, eduXR experiences. While some authors have engaged in preparing a detailed…
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Taxonomy
TopicsEducation and Learning Interventions
