In today's educational context, information and communication technologies are central to research in the field of teaching innovation. Immersive 3D technologies, such as extended reality, offer an unprecedented scenario for the potential development of models of innovation in the classroom through the design of activities that can be susceptible to a process of digitisation and the recording and conceptualisation of the use of space. Extended reality and, more specifically, virtual reality, as digital media in constant evolution, present a capacity for the representation of information that enables the development of different types of content and levels of representation, through the integration of different levels of information in an interactive space. This undoubtedly presents numerous possibilities with regard to the development of content in the educational field, with special redundancy in those disciplines in which the use of space or the representation of information at different levels of abstraction is important. And, equally, the representation of aspects related to the user's position or body language.

Similarly, other analogous technologies, derived from the use of 3D such as volumetric video, which is a sort of hybrid between conventional video and 3D scanners, present an unprecedented opportunity to develop models and standards for different disciplines in the field of training. The design of these models and standards would be carried out by adapting the interactions, contents and immersive environment to the casuistry of the subject matter of the discipline in which it is to be implemented, so there is a manifest complexity when developing these models.

However, the knowledge and study of the expressive potential of immersive and interactive technologies -such as extended reality- and systems for recording information in space -such as volumetric video or 3D scanners- make it possible to optimise these theoretical models in order to adapt activities to specific learning disciplines. In the current manuscript, we develop a framework for analysing and optimising teaching and learning processes in disciplines related to the performing arts, taking into account the potential offered by volumetric video and extended reality technologies. The different sub-disciplines and their features in the context of dance are taken into account for the design of models for the implementation of information recording technologies of physical space, and of extended reality itself, in order to carry out innovative actions in the educational context.

While it is true that the process of implementing these technologies is still relatively complex, the rapid evolution of these recording media presents us with a scenario in which the design of educational innovations through extended reality will become much more widespread. This manuscript also considers the potential offered by 3D recording technologies such as 4D Gaussian splatting. These types of technologies, which are still in the process of research and development for their implementation, project a near future in which volumetric video can be widely used as a tool for teaching in different disciplines and areas of study. And, more specifically, in those in which the representation of information and space is a fundamental axis, and among which are undoubtedly the performing arts, where models of innovation in learning can be developed through the use of these technologies.

Keywords: Education, virtual reality, volumetric video, performing arts, extended reality.