Exploring Teaching Practices in 5G XR-based Distance Co-learning: A Case Study on Instructional Implementation in Taiwanese Elementary Schools

Abstract

he emergence of 5G communication technology has enabled the integration of extended reality (XR)—including AR, VR, and MR—into educational settings,
creating new opportunities for immersive, cross-campus learning. This study investigates teaching practices and instructional challenges faced by a team of
elementary school educators in Taiwan through the implementation of a 5G XR co-learning lesson focused on disaster preparedness. Drawing from direct teaching
participation and qualitative data—including classroom observations, video recordings, and semi-structured interviews—the research explores how immersive
technologies influence teaching roles and classroom dynamics in distance education.The findings highlight the importance of teacher adaptability, inter-school
collaboration, and real-time classroom responsiveness in delivering effective XR-based lessons. This study proposes a practical framework for implementing
digital co-learning under technological and logistical constraints, contributing scalable insights for instructional designers, policy-makers, and practitioners. It
also underscores the potential of immersive technologies not only to enhance student motivation but to foster meaningful engagement with real-world problem-solving.