The deepest scientific understanding comes from shared experience.

Reframe is built on a simple idea with deep roots in the learning sciences: students understand science more fully when they reason about shared phenomena with other students.

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Grounded in the Science of Sense-Making.

Reframe was built by science teachers and curriculum specialists, with significant input from leading XR researchers.

The research behind every lesson.

Reframe's logic model is based on decades of research on spatial reasoning, collaborative sense-making, and phenomenon-based science instruction.

Read our Logic Model & Theory of Action →

Designed for multilingual learners from the start.

Reframe was designed with multilingual learners from the beginning. Most science tools gate the science behind text, so a multilingual learner meets the language barrier before the science itself. Reframe's group-based, experiential lessons put the content first, so MLs engage with the science immediately, grounding new language in a shared experience.

Reframe was designed with multilingual learners from the beginning. Most science tools gate the science behind text, so a multilingual learner meets the language barrier before the science itself. Reframe's group-based, experiential lessons put the content first, so MLs engage immediately, grounding new language in their shared experience.

Everyone investigates the same phenomenon at once, so a multilingual learner can observe, interact, and contribute to the group, building better context for new technical vocabulary.

Every student can participate on day one, at their level — lessons come with sentence frames at multiple WIDA proficiency levels.

Reframe is used with multilingual learners across Broward County Public Schools.

Case study: After a one-year pilot, every teacher chose to continue and expand their use of Reframe

20 teachers · 5 schools · 300+ students · 15 min/day

Broward County Public Schools — the sixth-largest district in the country — made immersive VR a district priority to improve instruction, deepen content mastery, and build standards-based lessons. But Broward's educators ran into the limits of traditional VR fast: fully virtual headsets isolated students from each other, left teachers sidelined, and gave district IT no way to deploy devices safely. Broward needed a teacher-led, collaborative alternative.

20 teachers · 5 schools

300 students · 15 min/day

Before Reframe, Broward's immersive lessons pulled students into single-user headsets that cut them off from the classroom and other students. Lauren D'Apuzzo, a professional development specialist at Broward, described what changed: "They're excited to put on headsets and interact with virtual content that would be otherwise inaccessible. Seeing students collaborate with each other and understand complex concepts makes me so proud as a teacher."

“We couldn’t justify putting XR in classrooms until we had a solution that would help teachers use their headsets and keep kids safe. Reframe is the first we’ve seen actually do that.”

— Dr. Lisa Milenkovic, Instructional Innovation and Digital Learning Supervisor, Broward County Public Schools

During the pilot, teachers and students reported:

Deeper Understanding

Students reported grasping complex ideas faster than traditional 2D lessons

Higher Engagement

Students who were previously disengaged or hesitant became eager participants

Ease for Teachers

Educators found ReframeXR simple to use, and far simpler compared to VR

Safer Experiences

Students preferred remaining visible to each other during lessons

Read the full case study

Our academic foundations and learning principles

The learning principles behind Reframe's pedagogical approach draw from a body of research on what makes shared sensemaking effective. These principles keep students first and shape every design decision we make.

We help students build a durable understanding of science.

Students who investigate science in shared immersive environments understand more of it than students in conventional instruction.

We anchor every lesson in three-dimensional learning.

Science and engineering practices, disciplinary core ideas, and crosscutting concepts belong in one investigation, not three separate exercises.

We make the hardest concepts reachable.

Some phenomena are too small, too abstract, or too dangerous to observe in a classroom. Manipulating them as a 3D representation builds understanding that a diagram can't.

We build academic discourse around every phenomenon.

A shared phenomenon gives every student something to engage with, argue about, and reason through together, and that discourse deepens what they learn.

We strengthen STEM spatial reasoning skills.

Spatial ability is one of the strongest known predictors of who succeeds in science and engineering, and it can be built in every student.

We design for all students experiencing science in mixed reality.

How a student feels about a lesson shapes how much they learn from it, so we build the experience to bring in every learner, not only the ones already engaged with science.

References

1. Chen, G., Li, Y., Luo, R., Oubibi, M., Zhou, Y., & Gao, Y. (2026). The effectiveness of educational virtual environments in K-12 science education: A meta-analysis. Journal of Science Education and Technology, 35(3), 667–687.

2. National Research Council. (2012). A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. National Academies Press.

3. Hawes, Z. C. K., Gilligan-Lee, K. A., & Mix, K. S. (2022). Effects of spatial training on mathematics performance: A meta-analysis. Developmental Psychology, 58(1), 112–137.

4. Larrain, A., Howe, C., & Freire, P. (2018). 'More is not necessarily better': Curriculum materials support the impact of classroom argumentative dialogue in science teaching on content knowledge. Research in Science & Technological Education, 36(3), 282–301.

5. Wai, J., Lubinski, D., & Benbow, C. P. (2009). Spatial ability for STEM domains: Aligning over 50 years of cumulative psychological knowledge solidifies its importance. Journal of Educational Psychology, 101(4), 817–835.

6. Tsivitanidou, O. E., Georgiou, Y., & Ioannou, A. (2021). A learning experience in inquiry-based physics with immersive virtual reality: Student perceptions and an interaction effect between conceptual gains and attitudinal profiles. Journal of Science Education and Technology, 30(6), 841–861.

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