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• VR can also be a place of discrimination or bullying (e.g., when creating or judging ava-
tars).

2.4 Experiences with VR in the training of SEN students

When asked about the use of VR in the teaching of SEN students, the answers become somewhat

fuzzier, because in the sample, especially in the work with this target group, few experiences have
been gained – if at all. Nevertheless, there is very positive feedback because many see the possi-

bilities of VR to provide SEN students with learning conditions that they do not find in the analogue
world in this quality and quantity.

Above all, psychological and practical components of VR learning are put in the foreground. SEN

students often take on more passive and isolated roles in a learning group and suffer from under-
developed self-confidence - factors that are partly mutually dependent and highly obstructive to

positive learning development. VR could offer a way to mitigate these learning impediments be-
cause SEN students might find it easier to move around in virtual spaces, be more self-confident -

because social peer pressure is removed - and participate more actively in the learning process.

In this context, the practical component also comes into play: SEN students might need longer for
certain exercises than others and have to repeat them more often until the learning effect sets in.

This is not always possible in analogue learning because often, there is simply not enough time for

this or learning materials are not always available for a longer period (e.g., machines in WBL). Here,
too, VR solves the problem quite simply - in the virtual world, SEN students can do exercises or
repeat tasks endlessly and completely independently of time and place - without having any kind

of social pressure from a group for not reaching quickly certain performance levels. And the best

thing is: once the hardware and software have been purchased, and provided that the learners can
work with it largely independently, there are no additional costs, no matter how often and for how

long you learn and practise with it, which would neither be possible nor affordable in the analogue
world.

The applicability of VR does not seem to be limited to any particular group of SEN students; the

Focus Groups see possibilities for any kind of mental, intellectual, physical or motor disability. In
this context, however, critical voices are also being raised and there are warnings of weaknesses

and possible disadvantages in working with VR. Especially when working with younger people

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