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then decide how to use VR in a targeted and meaningful way in VET and WBL. One prerequisite
that trainers can hardly influence, however, is the development of tailor-made learning software

that is of high quality in terms of technology and content. Here, political decision-makers and stake-
holders, among others, are called upon to exert appropriate political pressure on the VR economy

and industry and, at the same time, to create reasonable financial incentives.

Some of the most important direct feedbacks from the Focus Groups were:

• There are already many apps for different professions and work situations, but the quality
is not always satisfactory.

• However, basically, in all countries there is great interest in using VR in VET/WBL; highest

opportunities are seen in the preparation for work placements, in the implementation of
dangerous activities (occupational safety, experiments) and generally in activities that

cannot be trained (that easily) in real life.
• VR is also ideally suited for training work processes or operating machines, independent

of time and place (in well-prepared small learning sessions).
• It can especially help introverted or shy students develop self-confidence; also useful as

ice-breaking tool!
• It is also seen as having the potential to practice transversal competences and skills, such

as doing job interviews and expressing oneself, general behaviour in the world of work,
overcoming minor phobias (apply very carefully!), technical and foreign language skills,

cultural learning (e.g., for migrants etc.).
• Furthermore, VR can be used to promote and train diversity in various forms.

• It must always be clear that VR cannot replace analogue learning, but only complement
it

• It should be clarified in advance how, when and where the students were allowed to use
the VR equipment and how to maintain hygienic standards when several use one and the

same piece.
• One major problem, however, is still to provide the VET facilities with class sets of VR

equipment.
• VR can also be disruptive (e.g., through reduced social interaction etc.) and even danger-

ous (e.g., by learners underestimating the consequences of their actions in reality).
• One must always consider the possible negative effects of VR on the psyche, the body,

an individual or a social group.

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