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 Technical support may be needed
 Employers may need to be educated as to the benefits of VR
 How would other employees react? Again, basic information needs to be made available to other employees as to why VR is being used

Italy1 (CO&SO):
 According to VET stakeholders and experts, the current generation totally lacks the capacity of abstraction, in comparison to their generation. Many children do not know how to study
history because they cannot see it, in certain areas where a certain degree of abstraction would now be required Egyptian history. In this regard, virtual reality works very well at school and
would be useful in VET. E.g., in both history and mathematics subjects: maximum and minimum in a function can be experienced through VR, as well as Egyptian history which can be
experienced in an immersive environment.
 For stakeholders, VR can facilitate students in the understanding of abstract concepts. However, a problem which might arise is that students would be placed in a position where they will
never become capable of abstraction, if they are not used to do so.
 For this reason, VET stakeholders agreed that VET teachers should re-educate students’ brain: “You can start from a viewer, you have seen something, now by voice you tell me what you
saw”. Thus, starting from the visual part the students have to get to abstraction. Education in new technologies and how to implement a different teaching method is the most important
issue that VET teachers, trainers and experts in the field have to tackle nowadays. They can no longer teach as before.
 Another very important issue which has been pointed out during the focus group concerns the students’ attention threshold which seems to decrease more and more. The lessons must be
shorter because students’ attention threshold has decreased. Therefore, the immersion in an interesting context through VR Apps, may allow students to be involved in a training activity for
a longer time.
 At last, stakeholders agreed that VR can be used also as a reinforcement, through a learning by doing methodology. In WBL, it could be useful especially for practical workshops / laboratories,
where students can learn through an experiential learning. For example, the possibility to see a turbine in a mechanics lesson. Or, if the teacher is planning a placement in a company, he/she
can take virtual tours of it: usually students can see turbines on site and on paper, but if you can show them in a virtual tour, it is even better in terms of preparation to the internship.
 When speaking about best practices, 3DMath has been evaluated as a very good VR App to support students in acquiring mathematical concepts.

In relation to challenges, obstacles and hurdles which need to be overcome before VR can be applied successfully in VET/WBL, participants to the focus group listed the following:
 High cost of VR hardware and equipment for schools / VET centre’s;
 Students’ re-education to learn abstract concepts (read at the beginning of this paragraph for further details);
 Teaching skills of VET teachers / trainers which need to be kept up to date;

VR App quality: if well designed or if the contents are correct. There are apps that are very well done and apps that aren’t good at all.

Italy2 (REATTIVA):
Stakeholders and VR experts expressed the following considerations in relation to VR applied in VET and especially in WBL:
 VR, in the teaching process, allows to combine theoretical information with practical-experimental or work-based activities even through a more playful method, which can be very effective
in the case of SEN students who struggle to stay in a classroom and, therefore, are at risk of drop out;
 VR allows learning by doing without real consequences in the event of errors;
 VR allows the modelling of objects in various scenarios and work environments, with also an immersive experience;
 VR, when applied in WBL, can allow the development of unlikely practical scenarios which would be impossible to realize in a traditional classroom. VR can facilitate the understanding of
abstract concepts and improve spatial visualization. VR can also be used in the modelling of objects, thus allowing students to be shown as a particular object can appear in different real
work scenarios;

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