Development of extended reality projects: the role of project-based experiential learning in fostering student engagement

Extended Reality (XR) Immersive technologies are taking the forefront in research and innovation in institutes of higher education. The need to integrate immersive technology programs in higher education institutions’ curricula is increasing to train professionals ready to contribute to industry demands. Developing XR applications requires critical thinking, problem-solving skills, technical expertise, collaboration, and creativity. The process of XR application development requires resilience, motivation, and persistence as it is challenging and iterative. Traditional teaching approaches do not facilitate engagement among learners and deprive them of acquiring industry-relevant skills. This study investigated how project-based experiential learning (PBEL) fosters student engagement (SE) of learners developing XR applications to inform future practices in immersive technologies educational programs. This study investigates learners’ psychological engagement with the added dimension of school engagement called facilitative engagement, indicated by the facilitators’ feedback and supportive classroom environment. The convenient and purposive sampling methods were utilized, and about N = 70 students participated in this study. Data was collected at the initial and final stages of the project using closed-ended 5-point Likert scale surveys and interviews. The findings showed a significant impact of PBEL on increasing students’ emotional and facilitative engagement and sustaining students’ cognitive and behavioral engagement throughout the project development.