The “lecturing experience” for most lecture-exam format STEM courses is sitting on your tuchus/tuckus and watching the lecturer. How can that be made more meaningfully immersive than just sitting in a more comfortable chair and watching a video or streaming, which is proven tech? The occasional relevant question is usually more an annoying delay for the entire class than insightful, if the lecturer is at all competent.
Socratic method, dissections, labs with simulated better-than-cutting-edge equipment…maybe there’s some opportunities. The issue is this is second/third generation technology development/refinement (20+ years old from an R&D standpoint) and doesn’t have the sizzle of brand new stuff. It’s more of a slog than a sizzle.
Enhancements like sidebar information providing remedial-related material or AI-driven answers to typed questions, combined with video pausing might be pedagogical improvements but that’s hardly more immersive. Perhaps just better, but available with 10 year old tech. The technology may be outstripping the pedagogy…