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As a rule, the partners drew these samples exclusively in their partner countries, which was of
course also the purpose of this data collection. However, Auxilium/AT also involved experts from

Slovenia, Belgium, the Netherlands and Finland (including a Pedagogic University, VET advisors
and a VR company). Through its many existing contacts in this area, it could easily access these

and the idea behind was to give this study a larger European dimension than originally planned.

At the same time, a sufficient number of Austrian persons were interviewed to ensure national
data quality and relevance.

Due to the C-19 restrictions, all the sessions - with the exception of the 4 sessions of TILI/ES which
were conducted face to face – were held online and sometimes even by telephone (it turned out
that several people even preferred telephone meetings because they have now been working via

online conferences for so many months and were therefore happy to do a few things just over

the phone). In whatever way these events were organised, the answers received were summa-
rised in a standardised form and sent to the Austrian partner Auxilium for further evaluation (An-

nex 1).

b) Data collect by desk research, expert interviews, experimental learning and applied evaluation

Two further investigations aimed to collect and evaluate available VR hardware and VR software

that could be used in the classroom; a specific focus was placed on those devices and apps that

are most relevant to supporting SEN pupils and their successful access to WBL (including mobility
and travel). As with the focus group work, Auxilium/AT developed instructions and data collection
forms in advance (Annex 2) to ensure a methodologically validated approach that was as con-

sistent as possible; in particular, it was important in this context to ensure that data summarised

and analysed all over Europe, were suitable for presentation in a joint structure and in an easy to
read/understand manner.

Provided with appropriate methodological guidelines and forms, the partnership conducted ex-
tensive desk research and expert interviews to identify, analyse and evaluate the most suitable

VR hardware and software. Most importantly, in the course of the evaluation activities, many of
the apps were tested by the partners themselves, with their own learning experiences providing

valuable guidance on handling, navigation, targeting and potential for use in WBL with SEN stu-
dents. Especially in the very early stage of the project, not many partners had the necessary VR

equipment to test the apps immersively, but evaluations carried out on the PC were also sufficient

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