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 However, work would need to be done to convince students and teachers of the educational value of VR in WBL
 The most significant hurdle outside of the power of the project group is the cost of providing quality VR hardware devices
 Augmented reality should be considered as an alternative to VR where VR is not suitable for a specific student as should projection of the VR experience onto a 2D screen
 Careful supervision of the student is required during VR use
 Student welfare in respect of social contacts, self-image must be protected during VR training
 Gamification might be considered within the VR software to help further enhance motivation. This may also be used to instil the idea of VR action and real-life consequences
 Careful vetting of students to check their suitability for VR training will help to significantly reduce adverse effects of the training

Italy1 (CO&SO):
 General requirements pointed out through the focus group are:
- VET teachers’ / trainers’ awareness of VR applicability potentials and usage;
- Preparatory training (technical and psycho-pedagogical) for VET teachers so to use VR in the most effective way with SEN students;
- Availability of VR equipment at school.
 During the whole focus group VET teachers stressed the need to get more digital competences through specific training courses. In this regard, the VETREALITY project fully answers to this
need, in particular with the second project output (the VETREALITY training programme).
 With regard to the hurdles, the project partnership can’t overcome the lack of VR equipment and tools in VET centres / schools and, of course, it might cause a problem as VET teachers /
trainers must try both the VR hardware and software.

Italy2 (REATTIVA):
 Participants to Focus Group pointed out that proper teacher preparation for a lesson using VR is key, as VR allows students to experience situations that simulate real life. This means that
teachers should select content that is appropriate for students, especially for those with SEN, to experience learning and avoid experiences that could cause confusion and negative emotions.
 Another important thing they considered is that VR is not a widely used tool at school. With this in mind, they said that teachers should see VR as an interactive support that helps SEN
students improve their learning and experience something new, rather than as a tool for conveying large amounts of complicated information.
 Most of them also agreed that VR should never be used as the main element of a lesson, but rather as a tool to encourage SEN students’ interest and motivation. The use of VR, according
to them, could be a great way to introduce a new topic and for sure to improve practical learning, because it can stimulate the curiosity of the students, or deepen the knowledge of a certain
topic.
 Moreover, teachers said that to properly use VR technology they would need to know exactly what results they hope to achieve and how these results will be measured. They agreed that if
they want VR to work and help them in a meaningful way, technologies must be used in a targeted way, to achieve a desired and clearly defined result. The VR technology used in the
classroom will only be successful, according to them, if the goals and objectives are clearly indicated and the ways to achieve them are known and understood. Therefore, teachers finally
remarked that they have first of all introduce students to the aims and objectives of the VR lesson, as well as how they will be achieved and how they will be measured.
 VETREALITY project can, therefore, help teachers to understand how VR works, how to choose a VR headset or glasses, how to use VR apps applied to WBL, to be provided with useful tips
for introducing VR in the classroom and for keeping students safe in the VR environment, especially when dealing with vulnerable SEN students.

Poland:
 Teachers and trainers need methodologies and guides on how to work with SEN pupils with VR.
 Teachers and trainers need to know what are the health contraindications to pupils and teachers using VR
 Teachers and trainers need to know VR applications
 Teachers and trainers need to understand how VR can be used for learning purposes

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