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stakeholders are open to this topic and what possibilities and opportunities, but also risks and ob-
stacles experts see in the use of immersive technologies with this specific learning target group in

WBL and in work mobility. Above all, it should be clarified which competences and skills teachers
and learners need in order to be able to use immersive technologies successfully in the classroom.

On the basis of this data, several useful derivations for the further project work could be gained,

on the basis of which the further project products will be developed.

Of particular interest - both for the project group for the development of the VETREALITY training

programme and for educators and those responsible for education with a general interest in VR –
are the Recommendations (Chapter 2.5), which summarise all the results of the focus group inter-
views, the expert discussions and the specialist literature analysis in pedagogical-didactic guide-

lines for action.

Secondly, this compendium aims to provide practical information and insights in addition to theo-
retical analyses. Therefore, the project partners have selected currently popular VR/AR/XR devices

(hard ware) and evaluated them with respect of their potential use in WBL as well as in the training
of SEN students; a summary and assessment is provided in Chapter 3.

For Chapter 4, the partnership also tested about 50 learning apps (software) and re-evaluated their
use in the classroom. In the end, 20 apps were selected which, from different points of view, seem

to be the best for working with SEN students in WBL and preparing them for professional travel
and stays abroad.

Finally, we have also summarised all feedback from the Focus Groups so that experts can look
through them individually and evaluate them for their own work and development (Annex 1).

For a better understanding of the data collection and the work with the Focus Groups, we have
also attached the instruments used (Annex 2).

1.2 Implementation

As different data was collected from different sources for different purposes in the course of this

European study, different methodological approaches had to be chosen to meet the respective
requirements. In essence, the partnership has chosen data collection by working with Focus

Groups (participatory workshops, group analysis), doing expert interviews, desk research, experi-
ential learning and applied evaluation.

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