Abstract

Extended Reality (XR) offers compelling potential for higher education through immersive learning and authentic simulation. However, its integration into institutional practice is challenging due to the complex, interconnected nature of the university system. This paper adopts a System Dynamics (SD) approach to analyze these challenges across pedagogy, infrastructure, governance, funding, and stakeholder capabilities, presenting early findings from an ongoing socio-technical grounded theory (STGT) study of XR integration in universities. SD is a methodology for studying and managing complex feedback systems as they evolve. The study identifies thirteen causal loop diagrams (CLDs) that demonstrate systemic interactions and dynamic feedback, thereby revealing the underlying behavioral patterns of XR initiatives in university settings and explaining why they often stall or scale unevenly. By providing a sound methodological foundation for modeling these intricate relationships, this study offers a systems-informed perspective for fostering sustainable and effective XR adoption in higher education.

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