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In which areas of VET/WBL do you think VR could work specially
well, and in which not?
 …

 …

What do you think which challenges, obstacles and hurdles
need to be overcome before VR can be applied successfully in  …
VET/WBL?

 …
Etc.

At least 1.000 characters!
 …
3.5 VR when working with SEN students

According to your opinion/experience, to what extent can VR  …
technology be applied at WBL with SEN students? What special
preparations work would be needed when teaching SEN stu-
dents by VR?
 …

For which group of SEN students (meaning: with which special
challenges and needs) could this be particularly beneficial? For
which group could this be rather not useful?  …

 …
Do you think that special psychological, social or group dynamic
preparations for SEN learners are needed? Which ones and
why?

 …

Beside VET and WBL, can you think of other areas of personal,
social or professional development at which VR could be useful  …
when working with SEN students? Which ones and why?

Etc.  …
At least 1.000 characters!

3.6 General preconditions, requirements, hurdles, chal-
lenges etc. when applying VR at VET/WBL, with a spe-
Nota bene: Please tick average score given by the whole Focus Group
cial focus on SEN students.
1= not 5 = fully
Not applica-
Please estimate to which extent below preconditions are already given at all achieved

ble /
given/achieved or not with regard to applying VR in VET/WBL in 1 2 3 4 5 I don’t know
your local/regional VET system:
Availability of high-capacity broadband internet at VET Fornitores ☐ ☐ ☐ ☐ ☐ ☐
Availability of high-capacity broadband internet at companies ☐ ☐ ☐ ☐ ☐ ☐
Availability of VR hardware (headsets, glasses, PCs etc.) at train- ☐ ☐ ☐ ☐ ☐ ☐
ing organisations
Availability of VR software/apps (suitable for VET/WBL) at train- ☐ ☐ ☐ ☐ ☐ ☐
ing organisations
Awareness of authorities and VET management in charge to pro- ☐ ☐ ☐ ☐ ☐ ☐
mote and foster VR in VET/WBL
Awareness of trainers to apply VR in VET/WBL ☐ ☐ ☐ ☐ ☐ ☐

Motivation of trainers to apply VR in VET/WBL ☐ ☐ ☐ ☐ ☐ ☐

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