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 The requirements for the project are diverse (some of the participants admit that they are not able to assess this properly). In the best case, they imagine a course that trains them to know
what devices and apps are available on the market, how to use them in class and how to work with them in the long term without external help. Those who are a little less demanding will
be content to get a basic overview of the subject and gain some initial experience.

France:
 One of them discovered VR with the help of the Good Planet Foundation through an event on the themes of ecology and solidarity.
 Some of them discovered VR in the context of fairs or exhibitions
 A teacher said he used VR as part of his job as a teacher and in certain functions, such as being in charge of the media laboratory in which for about 5 years they have been trying to develop
innovative ideas in relation to new media, such as virtual and augmented reality.
 One of them is responsible for the academic development of VR.
 Some of them already use VR with students in class.
 One said he did not know about VR but had worked on a professional thesis on augmented reality and wanted to know more about VR.
 Learn in a different way by playing on all the senses, as for example in cooking. If VR allowed for the recognition of smells, there could be possibilities with the food industry, such as identifying
aromatic herbs by smell. One participant pointed to an olfactory VR mask developed by Ubisoft used in the Nosulus Rift project.
 Having access machines and technologies that they do not have in their classrooms. Possibility to make students autonomous on certain practices and to make them discover new techniques
in connection with their future jobs.
 Improve in new technologies and to respond more effectively to the needs of the students.
 Learn to create a group dynamic with a headset on.
 Give students access to new environments they are remote from, in order to offer them a first experience and to make them aware of the subject (such as environmental issues)
 Provide more effective and personalized learning
 Learn to work together despite apparent isolation.
 Take advantage of the potential pleasure of VR.
 Be able to simulate tricky or dangerous manipulations. For example, in the kitchen or in connection with safety instructions.
 Be able to bridge the gap between what is done in class and the situations encountered by students in companies.
 Offer innovative and more in-depth training.
 Increase students' experiential knowledge
 Fewer interactions, discussions? How do we create a group dynamic with everyone wearing a headset?
 Questions about the risk of possible addictive behaviours and the bubble in which students so easily lock themselves, especially teenagers.
 Weight of the headsets, sometimes too heavy to wear for some students.
 Loss of social ties, "being in one's own bubble", without connection to others.
 Potential negative effects on some students depending on their pathology.
 Downward spiral related to the credibility of the images that can be broadcast in VR, how to build "scientifically approved" content?
 Sources of funding
 Excessive proliferation of tools available in the classroom (cell phone, computer, tablet, VR...)
Ireland:

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