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SEN students, but also where the limits of the possibilities lie. The presentation of some important
device manufacturers as well as some selected apps should help to make the right investments

in hardware and software and to facilitate a start into a hopefully long and sustainable occupation
with VR.

2. RESULTS OF FOCUS GROUP WORK

2.1 General pre-conditions, requirements, hurdles and challenges

The main task of the focus group work was to find out what the status quo is in the use of VR in

vocational education, especially in WBL with SEN students, and what competences all participants
need in order to successfully implement immersive learning in the classroom. For this purpose,

participants were asked different questions with the help of a semi-structured guide, partly
closed, partly open (Annex 2).

In the evaluation of the Focus Groups' work, we do not want to proceed completely chronologi-
cally. First of all, we are interested in the basic prerequisites for using VR in the classroom; for this

purpose, we asked VET teachers and trainers as well as policy makers, stakeholders and experts
to what extent they consider the situation favourable or unfavourable with regard to existing

broadband internet connections, available VR hardware and software, and how it relates to the
general awareness, motivation and key competences of the different actors concerned. This

whole complex was asked in question 3.6 of the interview form, aiming at General pre-conditions,

requirements, hurdles, challenges etc. when applying VR at VET/WBL.

The Focus Groups had to assess the degree of development of these predefined relevance areas

and agree on a value from 1 (= this area is not yet developed at all) to 5 (= this area is fully devel-
oped). Tab 2 shows how the Focus Groups in the individual countries decided, whereby the coun-

try abbreviations in blue (always in the upper area of the respective box) stand for the answers
of the group of VET teachers and trainers and the country abbreviations in brown (always in the

lower area) reflect the answers of the stakeholders and experts (the latter were combined in one
value in all countries, only Spain submitted two different values for this). At the end of the list,

partners were supposed to suggest additional relevance areas, but this was only used by the VET
teachers and trainers in France. The Focus Groups were also asked to provide background

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