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In this paper, we study the generalized subdifferentials and the Riemannian gradient subconsistency that are the basis for non-Lipschitz optimization on embedded submanifolds of [Formula: see text]. We then propose a Riemannian smoothing steepest descent method for non-Lipschitz optimization on complete embedded submanifolds of [Formula: see text]. We prove that any accumulation point of the sequence generated by the Riemannian smoothing steepest descent method is a stationary point associated with the smoothing function employed in the method, which is necessary for the local optimality of the original non-Lipschitz problem. We also prove that any accumulation point of the sequence generated by our method that satisfies the Riemannian gradient subconsistency is a limiting stationary point of the original non-Lipschitz problem. Numerical experiments are conducted to demonstrate the advantages of Riemannian [Formula: see text] [Formula: see text] optimization over Riemannian [Formula: see text] optimization for finding sparse solutions and the effectiveness of the proposed method. Funding: C. Zhang was supported in part by the National Natural Science Foundation of China [Grant 12171027] and the Natural Science Foundation of Beijing [Grant 1202021]. X. Chen was supported in part by the Hong Kong Research Council [Grant PolyU15300219]. S. Ma was supported in part by the National Science Foundation [Grants DMS-2243650 and CCF-2308597], the UC Davis Center for Data Science and Artificial Intelligence Research Innovative Data Science Seed Funding Program, and a startup fund from Rice University. 

Virtual reality (VR) has gained increased implementation in higher education with reported benefits of enhancing student learning and engagement. However, there is a lack of qualitative research devoted to understanding the prolonged use of VR, and the social process of how instructor’s and students’ behavior and perception toward VR develop and evolve. This research conducted an ethnographic case study of a semester-long VR-integrated neuroanatomy course. By triangulating data from classroom observation, student focus group, and faculty interview, the research results suggested that instructional design of VR was heavily influenced by the instructor’s personal and educational backgrounds, and their technology self-efficacy. The quality of instruction affected students’ perceived value of VR activities and dictated their lived experience in the VR-integrated course.