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• As long as it is a general first immersion in the virtual world and gaining basic experience,
the challenges are not so great. However, when it comes to targeted learning with special

VET/WBL apps, one could consider whether the targeted composition of heterogeneous
small groups does not reduce the training effort and increase learning success at the

same time. Since we generally advise using VR in very small learner groups (see next is-

sue), such an approach could be practicable, purposeful and would still guarantee com-
prehensive inclusive learning.
• In any case, the physical, mental and emotional well-being of the students must always

be a priority. Therefore, it must be clarified in advance whether and to what extent VR

learning is beneficial for the respective SEN students and which special preparations are
necessary for them. It is always advisable to consult with guardians, doctors, psycholo-

gists, counsellors, fellow teachers, etc. beforehand to be on the safe side.

Recommendations: 8) Small is beautiful: Whether you work with SEN students or not - VR is cur-

rently not very suitable for working with large groups (especially not at the beginning). Technical
problems, boredom and passive time quickly demotivate and destroy the lessons!

• Although significant progress has been made in many areas in recent years, do not over-
estimate the reliability of the hardware, the ICT literacy of people, the functionality and

graphic quality of the apps - VR learning is error-prone, laborious and slow, especially in

groups!
• Therefore, only work in small learner groups (max. 4-6 learners) - especially at the begin-
ning! Individual one-to-one sessions are very likely to be necessary!

• Integrate only short VR learning sessions (max 30 min) in class, especially when not eve-

ryone has VR equipment - there's nothing more boring than watching others enjoying VR

Recommendations: 9) WBL issues: There are more and more apps aimed at VET/WBL, but it is not

always the case that their quality or content is sufficient for your group's learning objectives - very
often it takes creativity and extensive pedagogical skills to make apps usable for VET/WBL! Again,

a task that trainers have to solve on their own initiative!

• Generally, it is difficult to make recommendations for apps when the professions are not

clearly defined. Of course, the best practice examples from the E-Compendium should
be used, but it is also strongly recommended to keep looking for new apps – new ones

get released every month!

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