Extended reality (XR), which includes virtual reality (VR) and augmented reality (AR), shows growing potential for skill-based, immersive learning in various technical fields. However, there are major barriers to comprehensive use in practice - in both the academic and vocational sector:
- Teachers and learners have considerable difficulties in dealing with technology that has been developed for commercial applications
- Programming of learning units, hardware and software is very expensive and can usually only be paid for through subsidized projects
- The use of XR is often orientated more towards technical possibilities than overarching didactic goals.

In order to overcome these barriers, the ‘XR Energy’ project worked on the development of low-threshold XR learning units using the open-source e-learning framework H5P (https://h5p.org).

Based on findings from previous projects, a practical framework for the development and use of XR-based resources in technical education was developed. This allowed a series of XR-enhanced modules with 3D models, interactive overlays and intuitive navigation to be developed and tested. By focusing on minimal technical requirements - such as standard web browsers and mobile devices - teachers can seamlessly integrate immersive elements into their existing training contexts and reuse already existing material. This approach simplifies access for both trainers and learners, as no specialized programming or hardware knowledge is required.

Initial evaluation data is available that shows how this approach improves learner engagement while breaking down many of the technical, instructional and financial barriers often associated with XR. The results show that putting didactics at the forefront of technology design not only creates engaging learning materials but also enables scaling across institutions with different resources.

In conclusion, the gained experiences corroborate the assumption that low-threshold XR implemented with open-access authoring tools offers clear advantages for hands-on, competency-based learning. By prioritizing pedagogical goals over novel technological features, instructors can enrich existing curricula in a way that remains cost-effective, scalable and learner-centered.

Keywords: Extended Reality (XR), Technical Education, Low-Threshold Technology, Technology Follows Didactics