Abstract:

The increasing complexity of higher education content calls for teaching approaches that extend beyond conventional slide-based lecturing. While Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR) are often discussed as student-facing learning technologies, their potential as lecturer-centered production and presentation tools remains insufficiently explored. This paper examines the role of Apple Vision Pro as a spatial computing device for the creation and delivery of university lectures, particularly in online and asynchronous teaching contexts, where students continue to access course content through conventional two-dimensional screens rather than head-mounted displays.

The paper introduces the concept of spatial lecture production, in which immersive technology is used not primarily for student-side consumption, but as a lecturer-side interface for organizing, visualizing, and presenting complex knowledge structures in three-dimensional space. This approach is especially relevant for disciplines such as cybersecurity, computer science, engineering, medicine, and architecture, where abstract systems, layered processes, and spatial relationships are often difficult to communicate effectively through static presentation media alone. By enabling the placement, manipulation, and sequencing of digital objects within the lecturer’s environment, Apple Vision Pro offers new possibilities for interactive explanation, spatial staging, and embodied presentation of content.

A central contribution of the paper is a practical framework for implementing such lectures under current institutional constraints. Since students may not have access to spatial computing devices, the proposed model clearly distinguishes between spatial production and 2D consumption: lectures are developed and delivered in a mixed-reality environment, but ultimately recorded or transmitted for viewing on standard screens. In addition, the paper outlines a lecturer onboarding and setup workflow, including device familiarization, hand and eye calibration, Persona creation, mirroring, and preparation of teaching content. This workflow is intended to support instructors with little or no prior experience using Apple Vision Pro.

The paper also discusses the communicative potential of Persona-supported recording scenarios, in which lecturers may address a human-like conversational counterpart rather than an impersonal camera lens during lecture production. While such an approach may contribute to a more natural sense of interaction and social presence, its pedagogical impact requires further empirical investigation. Accordingly, the paper does not claim validated learning gains but instead provides a conceptually grounded, implementation-oriented contribution. It offers a structured model for lecturer-centered spatial teaching, identifies content domains in which such an approach may be especially valuable, and formulates a research agenda for future studies on usability, cognitive load, social presence, engagement, and learning effectiveness. In doing so, the paper positions spatial computing not as a replacement for established university teaching formats, but as a promising extension that can enrich lecture production even when final delivery remains screen-based.

Keywords:

Spatial Computing, Virtual Reality, Augmented Reality, Apple Vision Pro, Immersive Learning, Higher Education, Interactive Lecturing.