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 Participants have very limited to no experience of using VR in an educational context. Some have used VR for gaming (Mention of Oculus in particular), also in a tourism context at a heritage
centre, also as part of an art installation.
 Those who had used VR reported some disorientation. Good hardware can reduce the level of nausea
 Gaming with gloves can be very real, huge difference between basic interaction and greater levels of freedom.
 Some had used cheap headset with phone – children’s animation, Google expeditions educationally free and educational but being discontinued.
 Important to keep in mind that SEN students are sensitive, blocking out real world experience can be traumatic for them and would involve high levels of trust. Also someone would have to
watch them closely if they are isolated from the real world (Particularly if they are using a 6 levels of freedom device
 Augmented reality would perhaps have better value as it is less isolating for the student and can have good educational benefits. Should at least be considered as part of the project training
 VR was not a great success within the gaming industry, mainly due to the high cost of good hardware, how do we know it would be any more successful in education.
 VR experience to some extent could be presented in class in projected form. This may help some of the cost and isolation issues
 Simulating workplace environment or workplace fieldtrips
 It would be useful to create a film to make students aware of what to expect when using VR equipment.
 Barriers: Cost, Mental health issues, long term illness, - variety of 3Ddevices and levels of freedom might help
 Applications like the Immersive reader are very useful for SEN students as students can adapt what they are seeing to suit their own needs, isolating key components etc.
 Similar applications using VR where students can focus on key components and adjust the view to their own needs might be useful.
 Significant need to improve teacher skillset and time would have to be allocated to allow teachers learn the skills necessary to use VR in an educationally appropriate way.
 A Catalogue of available software applications would be useful as teachers would not have the time or skill to generate VR environments.

Italy1 (CO&SO):
 The majority of the VET teachers / trainers who attended the focus group session had experienced virtual reality through apps such as virtual tools used to make newcomers visit the school.
However, some of the teachers messed up VR tools with video conferencing tools which are used now due to Covid-19 pandemic such as Zoom, Meet and Classroom. This issue shows a lack
of understanding of the virtual reality meaning and tools.
 According to VET teachers / trainers experience, VR has been evaluated positively: VR tools are considered very useful, engaging and immersive. Teachers agreed on the fact that VR can’t
replace face-to-face activities, but it can be of great support for the learning process of their students.
 Regarding the difficulties encountered, it has been said that VR tools are not intuitive: many teachers faced difficulties in the set-up of such instruments. In addition, they noticed students’
limited attention and difficulties in maintaining the focus on the activity performed. At last, the usage of VR Apps gave teachers the feeling that their students were disconnected from the
world around them and the things happening to them.
 To conclude, teachers showed appreciation for the aims and objectives of the VETREALITY project and they think it can be very useful for their work. In general, they said that it would be
useful for them to learn new and innovative methods to bring the contents of the lessons more exciting. Through VETREALITY, it would be advisable to understand how to use these VR
Apps/tools so to apply them to specific teaching situations.

Italy2 (REATTIVA):

 With VR real life is modified on a perceptual-sensorial level and enriched by images generated by the computer;
 VR can work well in VET schools because it can bring real-life experiences into the classroom;
 Teaching and learning can have a significant development or improvement through the use of VR apps and tools;
 VR can be used in school classes, for example, for the discovery of anatomy, for visiting terrestrial geographic environments or museums, for observing the universe;

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