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 Possibly include the use of VR in a broader educational framework than that of the classroom (at the school or academy level).
 Train resource persons to support teachers in the use of VR.
Possible training content:
 Think about developing a protocol for managing the tool in your classroom, including:
- taking into account its integration within a more general progression,
- the management of the different necessary steps (use, debriefing, cleaning of the equipment)
 Support learners to precisely define their educational objectives in order to optimize the time spent in VR.
 Propose the creation of scenarios and the development of pedagogical content based on predefined objectives.
 Consider a gradual progression according to the technical difficulties (start with a video or a 3D image, then with the creation of interactions).
 Offer VR content such as 3D images or videos, in which teachers could reuse 2D content already at hand (such as videos or external links for example). This also allows to reduce production
costs and to personalize the learners' path according to the actions they have or have not performed.
Hurdles / challenges that cannot be overcome by the project group:
 Overcoming regional disparities in terms of resources
 Facing a reaction of annoyance with the use of digital tools, after the long period of lockdown due to Covid during which the target audience may have been forced to use these tools
excessively and against their will.
 Facing the rapid obsolescence of the equipment, in particular that of the headsets.
 Being subject to the evolution of technical specifications (headsets have their own browsers which evolve rapidly, sometimes losing certain pre-existing functionalities).
 Being confronted with potentially interesting applications that have not been translated into a language accessible to learners.
 Following the evolution of the resources produced
 Overcoming the lack of ready-to-use resources available in the form of packages that could then be arranged together to ultimately offer a personalized educational pathway.
Ireland:
 It is important that the project group understand how broad a category SEN is and how what will work for one student might be totally inappropriate for another
 Understanding of specific issues is important such as: autism, Asperger, deaf. visually impaired, learning difficulties, mental health issues etc.
 There is a need to adapt the VR experience to each individual student needs
 At least in the Cork area, I believe that there is an almost universal lack of knowledge, training or utilisation of VR in VET/WBL. As such, in order to introduce such a form of learning, huge
overhaul of the manner in which the vast majority of companies, schools and third level institutions deliver course content/training would need to be undergone, ranging from the acquisition
of VR hardware and software for these organisations, the provision of training to any staff that would be expected to work with this technology, and the creation of a comprehensive plan
for any students/employees who will be engaging with VR training to ensure that they are given the most opportunity to succeed and reap the most benefits of the technology.
 Teachers should use VR themselves and be familiar with it before using it with students
 Information is key. The amount of information on the use if VR for education is very limited at present and not a significant feature of current educational tools.
 Convince the teachers and employers as to the value of VR in education first.
 Teacher and student motivation needs to be addressed
 Identify teachers who have an enthusiasm to use VR in WBL
 Care in selecting students and step by step engagement
 Clearly define the parameters of SEN, VR etc.

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