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5. Annex1: Qualitative feedback from European Survey

(Workshops with Focus Groups)

Question set 1 - Experience and pre-knowledge in VR: Have you ever had a VR headset or glasses on and, if yes, in which context? Which apps did you test? What did you see and what was your first
experience? Did you have problems to use the hardware or software and why? If you have no experience with VR so far, what do you think VR is about? How do you think it could be
useful for your life and/or work? What do you need to learn so you can work with VR? What are your expectations into the VETREALITY project in this context and how can we support
you? What VR features/apps would be most useful for your daily work? Etc.

What VET teachers and trainers say

Austria:
 About half of the VET teachers and trainers have no experience with VR at all. They have never worn VR glasses or tried AR apps.
 The other half already have experience, but most of them in an extracurricular setting; for example, they have a pair of glasses at an electronics retailer's stand or in private with friends and
acquaintances. They mainly tried out entertainment apps (riding roller-coaster, balancing on skyscrapers, visiting tourist destinations, diving in the sea, etc.).
 Only two teachers stated that they had already become acquainted with apps that they would like to use in class; one knows the communication and meeting platform Altspace VR
(https://altvr. com), for which he sees a possibility in home-schooling (the pupils could then meet as avatars in a virtual classroom and participate together in an almost realistic lesson); the
other was once allowed to test two apps in a Finnish school; with one he undertook a journey into space, with the other he was able to examine the human body (which apps these were,
however, could no longer be determined). However, they did not use VR in class themselves.
 The biggest problem is that there is little prior knowledge about VR, what devices are available, what they cost and what possibilities they have for use. But there is hardly any interest on
the part of schools or politics to start initiatives or make progress in this regard.
 Of course, the technical prerequisites would also have to be created, first and foremost VR devices would have to be purchased in class sets, and the necessary licences for apps would also
have to be guaranteed.
 Since many of the teachers do not see themselves in a position to handle the devices and apps completely independently (especially when complications arise), it would also have to be
ensured that there is sufficient support from ICT teachers.
 Where hardly any problems are seen is in the connection of the schools to the internet; this is largely given.
 The greatest potential in the classroom is seen in the use in areas that are difficult to access in the real world or not accessible at all for whole classes (e.g., travelling to distant countries, to
the sea, to the jungle etc.), that cannot be travelled to at all (the human body, outer space etc.) or that are very dangerous (use in safety training).
 Besides general education areas, teachers would be very interested in all apps that can be used in vocational education; e.g., if you can use them to explore machines or factories and
experience a daily routine as a worker; concrete training in professions would also be great (making products, providing services, etc.).
 It would also be very beneficial if apps could help with language learning and also bring foreign cultures closer, because here many learners have problems or no experience.

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