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Ireland:
 Many members of the group have used VR in the past, described as an amazing experience, a bit disorientating
 Heavily visually based learning, huge help for workplace preparation
 Some had used for various forms of preparation and for games
 I’ve briefly used VR Headsets in the context of university, generally to use VR games. I believe my first experience was simply trying to navigate a maze. The experience would overall have
been an enjoyable one, but the headset I was using was not equipped to handle the extra room needed to accommodate my glasses, and as such I was not able to effectively see what was
going on.
 One participant noted that in Cork Pharmaceutical companies are using google glasses so that people can see what is happening on plant floor without causing personal risks or risk of
contaminating products.
 One participant taught games design using virtual reality, using Unity (free version) and blender
 Also used as part of a Gamecraft event/competition using Samsung phone with Cardbox,
 CETB industrial placement using unity and blender – augmented reality created a machine for safety training
 Also used Oculus Rift during a visit to a college in Estonia but felt dizzy and sick after awhile
 Sickness issue may favour AR over VR
 One participant had used AR and VR with students, stopped using VR because some students with learning needs would not put on headsets but AR worked with all,
 WBL with royal college of surgeons virtual operating theatre for training
 Some teachers use AR – Reality composer
 VR can be expensive, AR is cheaper
 AR VR 3D modelling section
 To learn more about VR in a different context to what I have been exposed to in the past. I would appreciate some clarity around the different applications for VR in daily life as opposed to
specifically a gaming concept, and additionally to determine which devices are the most accessible, affordable, accommodating of universal design, etc. upon discussion with colleagues,
there was general consensus that VR could actually play a fascinating role in the delivery of therapy and supporting communication, particularly in the context of SLT, so any app that allows
for interactivity and customisation of tasks would be essential to the role. However, I believe that particularly with autistic clients, it is essential that any VR implementation be introduced
alongside a robust training program to ensure that the client has explicit instruction on how to use each app.
 Not high on the college management agenda, most staff not experienced, A huge leap from staff would be required for more extensive use of VR
 Question as to who would create the VR environment for WBL training
 Massive gap in what teachers know at the moment and what teachers in the future will know regarding technology in education
 Importance of identifying teachers who have an ability to use VR and create VR content
 Open student eyes to different types of jobs / digital creation…

Italy1 (CO&SO):
 VET stakeholders and experts who attended the focus group had experienced VR mainly in the educational context. They have had the possibility to experience different kinds of viewers
and hardware. In their opinion, VR Apps should be more intuitive. In addition, the user manual is always very huge so that users never read it. Another difficulty which has been highlighted
concerns the PCs used, which should be more performing.
 Experts pointed also out that the setup of the VR equipment requires digital skills and knowledge that people often do not have: this aspect makes more difficult the use of these tools at
school since VET teachers do not often have the necessary digital competences.

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