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 To have different international experience
Challenges:

 Preparing the teacher for its use.
 Difficulty for students with special needs to understand the situations that are shown to them
 Sometimes we try to add the technology in our lessons but we do not do it with a clear objective. Finally, we must be trained to show to the students how to separate real life from the virtual
one.

What policy makers and experts say

Austria:
 At the outset, the comments below come mostly from the experts and one stakeholder; the other stakeholders were of roughly the same opinion as the teachers and trainers (which makes
sense since they are similarly inexperienced in this field).
 There are several possibilities to use VR in WBL, whereby one has to distinguish between a) apps directly related to the profession and b) apps that teach general knowledge, skills, abilities
and forms of behaviour that are also important for the profession (e.g., expressing oneself linguistically, also in foreign languages, personal behaviour and self-confident but friendly appear-
ance etc.).
 It seems that there are currently more apps for general education or social interaction than for vocational education; the apps for vocational education are not yet elaborated in detail.
 Regarding the apps for vocational education, there are still the following shortcomings:
- the graphic resolutions need to be improved; the views and images are not sharp enough; in many professions, details matter.
- the motoric possibilities and the haptic sensor of the avatars would have to be further developed (e.g., how tools are actually used, how something is held, how something feels, etc.); this
is especially important in the manufacturing industry; in this respect, it would be desirable if the controllers were replaced by senor gloves, for example (if this is technically possible).
- another big problem is that most apps are too general in what they want to convey; the programmers would have to focus on a small (even isolated) work step or one part of a machine or
a special activity - and develop a high-quality and precise app for it. Less helpful are apps that want to give an overview of a whole profession or very complex process, because they only
remain on the surface and are ultimately of little use (you look at it once - and never again)
 One participant saw the presentation of an app at a trade fair that trains unskilled workers in how to properly assemble seats in an aeroplane in the shortest possible time; another expert
refers to the EU project HandleVR (https://handlevr.de), which is developing an app for properly painting car parts – both could serve as best practice examples.
 Another difficulty with the apps is that they are developed for a global market, which is why their virtual environments are uni-cultural; however, many professions are very culture-specific
and many learners like to learn in a familiar environment with which they can identify – therefore, this “cultural non-specificity” can be an obstacle to learning success and/or learning
motivation.

France:
 Prepare learners for job interviews and help them manage their stress and emotions by taking on the role of a candidate
 Support learners by helping them analyse what they have experienced in VR in order to break passiveness when watching a 360° video for example.
 Overcome any apprehensions or language gaps in the case of an internship abroad
 Offer learners the opportunity to do practical work

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