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 In training:
https://www.makery.info/2015/04/17/la-machine-a-etre-un-autre/ (to develop empathy in
others)
https://www.education.gouv.fr/projet-reve-realite-virtuelle-et-empathie-11294 (REVE project
aiming to help teachers understand the needs of students with dyslexia by putting them in
their shoes (“body swap”)

This compilation is as laudable as it is typical of the situation among those experts and trainers who

already have prior knowledge: They know about VR and access to apps from private as well as
governmental agencies - but these are often more or less concretely related to VET and WBL and

their use is often based on the private initiative of teachers, but not yet on an area-wide, specifi-
cally developed learning strategy.

Generally, it is impossible to give a good overview of the VR offer on the topic of VET or WBL,

because this education sector is not only exceedingly new, but also incredibly dynamic. New apps
come onto the market every month on a wide variety of topics, for a wide variety of target groups

and for very specific WBL applications. Very often, some imagination and experience are needed
to even recognise the VET relevance of apps for learners. For example, it is not immediately con-

clusive to understand what relevance of the app Virtual Speech (https://virtualspeech.com; see
also chapter 4.18.) could have for welders or car mechanics, but if one considers that this app could

be used as training for job interviews, a possible use becomes clear. This also applies, for example,
when using this app for the performance training of team leaders in larger companies or if these

persons have to represent the interests of their colleagues to the outside world and in larger
groups as shop stewards or trade unionists.

All in all, the members of the Focus Groups reflected and analysed their experiences with VR very

precisely and assessed the advantages and disadvantages very well. They see the former especially

where one can visit places and carry out activities, which is not (easily) realisable in analogue life.
This does not only apply to geographical or topographical locations (e.g., climbing the Mount Ev-
erest or diving in the Pacific Ocean), but also to visiting the inside of machines or performing ex-

pensive and/or dangerous experiments - and many other examples. On the other hand, many crit-

ical experiences were also reported, such as a distorting perception of reality, possible cuts in the
social balance of a learner group or the general overestimation of the possibilities of VR-supported

learning.

From this feedback in principle alone, it can be seen how important it is neither to condemn nor
to glorify VR as a learning medium, but to take a close look at its possibilities and limitations and

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