Extended Reality (XR) technologies, which include Virtual Reality (VR) and Augmented Reality (AR), can greatly enhance educational experiences by enabling immersive, interactive and context-rich learning scenarios. However, it is crucial to ensure that these technologies serve rather than dictate pedagogical objectives. This principle of "technology follows didactics" inspired our development of low-threshold XR learning units using the open source tool H5P (https://h5p.org).

We designed and tested a series of XR-enhanced modules using 3D models, interactive overlays and intuitive navigation. By focusing on minimal technical requirements - such as standard web browsers and mobile devices - educators can seamlessly integrate immersive elements into their existing training contexts. This approach simplifies access for both trainers and learners, reducing the need for specialised programming or hardware expertise.

Our XR units have been piloted in vocational courses dealing with complex and dynamic topics. Instructors reported that embedding XR content directly into broader curricula improved learning outcomes, including increased engagement and retention of core concepts. In particular, modules using AR-based object manipulation and VR-style navigation enabled participants to visualise hidden processes and rehearse critical tasks in a safe virtual space, while remaining closely aligned with clear instructional objectives.

Throughout the development cycle, we emphasised iterative feedback from teachers. This guided successive refinements in interface design and instructional scaffolding. The resulting XR modules are released as Open Educational Resources (OER) in H5P format, allowing teachers to adapt and reuse them with minimal effort. By foregrounding pedagogy, we ensure that XR elements complement rather than replace established methodologies.

In conclusion, our results show that low-threshold XR, implemented via flexible authoring tools, has distinct advantages for hands-on, skills-based learning. By prioritising pedagogical goals over novel technological features, trainers can enrich existing curricula in a way that remains cost-effective, scalable and learner-centred.

Keywords: Technology, Education, Extended Reality, Virtual Reality, Extended Reality.