  This paper presents a scoping review of literature to examine who is
reviewing educational immersive or extended reality - eduXR experiences and
why. EduXR experiences in augmented, virtual or mixed reality take many forms,
from supporting manual training, engaging learners in conservation, to provide
opportunities for social connection. For users of eduXR, reviews of an
experience can provide information that helps them determine whether it will
meet their learning needs or not. The source of the review, that is, who they
are and why they have conducted the review, is critical in helping the user
judge the reviews quality and relevance. At present, there is no settled review
system in place for eduXR, though relevant frameworks exist for serious games
review with relevance and overlap for some, but not all, eduXR experiences.
While some authors have engaged in preparing a detailed review structure for
eduXR, there remains a need for a clear and simple way for users of eduXR to
know details about reviewers, e.g., who and why, to help make it easier for
users to identify relevant reviews and gain useful insight about eduXR
experiences. To help address this issue, we conducted a scoping review asking
the question; Who is creating eduXR reviews, and why? We identified 16 papers
that present an academic evaluation on the review process of eduXR reviews. The
16 papers were analysed, coding for who themes and why themes over two separate
cycles, using thematic analysis. An analysis looked to examine what we know
regarding who is providing the reviews, and why, to help us to understand what
enables, inhibits and what is yet unknown about how the eduXR community goes
about making informed choices regarding the eduXR experiences they engage with.
