Beyond Immersion: Reframing XR Education through Gamification and AI-Supported Role Reversal

Research conducted over the past years has shown that the pedagogical effectiveness of Extended Reality (XR) in higher education depends more on instructional design and learner engagement strategies than on immersive features alone (Radianti et al., 2020). In line with this perspective, the University of Genoa launched a research initiative to explore XR’s educational potential across various teaching contexts. An early implementation used the EON-XR platform to deliver immersive, accessible content, but limited student engagement led to further investigation into the factors affecting XR’s effectiveness (Zolezzi et al., 2022). To investigate whether disengagement was due to low interest in the subject or to weaknesses in course design, the Comunicazione Digitale XR course was introduced with a focus on Information Technology. By integrating gamification and Generative AI tools, the course aimed to enhance motivation and comprehension. Results showed clear improvements in participation and performance, while feedback indicated that students valued clarity, interactivity, and flexibility over immersion itself (Zolezzi et al., 2024). Building on these insights, the “Flipped Role” methodology positioned students as active content creators using XR and AI tools, with the instructor acting as a facilitator. This learner-centered approach fostered critical engagement with AIgenerated materials, deeper understanding of course topics, and collaborative knowledge construction. The outcomes challenge the assumption that immersive technology alone enhances learning and instead highlight the importance of structured, student-driven experiences supported by digital tools to limit the risk of superficial learning (Shein, 2024).