Page 74 - VETREALITY_IO1_E-COMPENDIUM_eng

 They can be shown many situations with the purpose of developing the autonomy

Finally, the ideas around students with special needs are presented:
 Some teachers do not have knowledge about how to adapt the methodology for students with special needs
 Despite the lack of knowledge, they have had experience and have had to make adaptations
 They feel the need for training in this field
 They think that the VR could be useful to improve communication skills in students with autism
What policy makers and experts say

Austria:
 In the stakeholder group, the feedback was roughly similar to that of the teachers and trainers (about half had experience with VR, but hardly anyone in concrete application in the classroom
or in WBL). Therefore, the feedback in both focus groups is similar.
 However, there is one difference: especially the heads of educational institutions would like to be comprehensively equipped with the corresponding hardware and software through the
project.
 The situation was different with the selected experts, because we specifically chose people who have relevant experience with VR; they point out that there is not only a large number of
learning apps, but also a growing EU project community dedicated to the topic and dealing with a wide variety of issues (e.g. the use of VR in mathematics teaching in schools, https://math-
reality.eu, in inclusive teaching of SEN students, https://vr4gifted.com, or the promotion of applications in business or, subsequently, in vocational education and training, https://vam-
realities.eu/vrinsight; many of these projects are presented in the project showcase of the EU project VAM Realities (www.vam-realities.eu).
 All the experts report that in their opinion there is still far too little knowledge in schools about what VR is and how it can be used in the classroom. However, this is also due to teacher
training, where this topic - like digitalisation in general - is not very common. The hope is high that this will change with the incisive experiences at C-19.
 The experts expect the course to provide comprehensive information on the topic and, above all, to impart transversal basic competences and skills to the participants so that they will be
able to analyse, evaluate and use hardware and software in the classroom in the future. It is also very important that the participants know that VR is only a medium that looks fun and
interesting, but it needs a lot of work to be able to handle it and the use (especially in lessons with many participants at the same time) is often limited and challenging - this prevents too
much frustration when one realises that not everything is possible through VR

France:
 Immerse students in VR to allow them to:
- take control of their learning
- have them perform repetitive tasks and work with them, for example, on operating procedures.
 To acquire “soft skills”
 Propose new professions, as for example in Japan where robots are piloted by humans equipped with VR
 Avoid pedagogical interruptions when travel is limited or impossible (e.g., for a visit to a cultural site or school).
 The use of VR is well supported
 VR boosts the learning process
 VR requires human support
 The use of a headset tends to foster discussions

70 2020-1-IT01-KA202-008380