VR4VET supports the development of competences 4.1, 4.2 and 4.3
4.1. Assessment strategies. The teacher/trainer will develop his/her ability to use digital technologies for assessment, integrating them as a complement to other assessment tools and methods, as well as to assess other student´s skills that perhaps are not assessed through them. 4.2 Analysing evidence. Each interaction of the student in the different scenarios provide immediate feedback on the performance. These can be used by the teacher/trainer as digital evidences, developing his/her ability to select which feedback is valuable for this aim as well as to interprete its meaning. 4.3. Feedback and planning. VR4VET provides just in time feedback to learners about their performance, so they learn to use digital technologies for self-assessment, adjustment and customisation of their own learning progress.
VR4VET supports the development of competences 3.1 and 3.4
3.1. Teaching: Through self-training or teacher/trainer training, it develops the ability to implement a VR environment in the context of a class to develop customer care skills. It also offers the teacher/trainer the possibility to create his/her own training contents, developing his/her ability for digital content creation. 3.4. Self-regulated learning. VR4VET is a virtual reality environment which can be used within the context of the class and/or by the student independently. It offers infinite possibilities for repetition, supporting self-regulated learning. The scenarios in the different domains offer immediate feedback about student performance, as well as reflection tips and a score system, which provides the student with tools to monitor and reflect on his/her learning progress.
VR4VET supports the development of competences 5.1, 5.2 and 5.3
5.1. Accessibility and inclusion. The different domains and scenarios part of the VR4VET environment have been designed using simple language and interactions, in order to facilitate learning for special needs students (for example, with language barriers or difficulties). Virtual Reality is also a great tool for those students with hyperactivity or TDA disorders, as the learning experience is more immersive than a normal class, helping focus and engagement. Virtual reality offers a wider variety of learning methods and tools, making learning different, generating expectation and providing fun for the students. 5.2. Differentiation and personalisation. VR4VET offers 2 modalities for learning (simple and advanced), which the student/teacher can choose according to learner´s needs. The environment can be used as many times as necessary so the trainer can adapt learning to each student and each student can adapt his/her learning pathway by him/herself. 5.3. Actively engaging learners. Virtual reality foster learner´s engagement due to several reasons: facilitates focus, is deployed using technologies appealing to learners and used by them in other contexts outside learning (video games, cultural experiences), offers a safer environment where failure does not have real consequences and social interactions are with virtual avatars, which can be an ice breaker for those students with more difficulties in terms of communication or personal skills.
COMPETENCE FRAEWORK
Tamara Rodriguez
Created on June 11, 2025
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Transcript
VR4VET supports the development of competences 4.1, 4.2 and 4.3
4.1. Assessment strategies. The teacher/trainer will develop his/her ability to use digital technologies for assessment, integrating them as a complement to other assessment tools and methods, as well as to assess other student´s skills that perhaps are not assessed through them. 4.2 Analysing evidence. Each interaction of the student in the different scenarios provide immediate feedback on the performance. These can be used by the teacher/trainer as digital evidences, developing his/her ability to select which feedback is valuable for this aim as well as to interprete its meaning. 4.3. Feedback and planning. VR4VET provides just in time feedback to learners about their performance, so they learn to use digital technologies for self-assessment, adjustment and customisation of their own learning progress.
VR4VET supports the development of competences 3.1 and 3.4
3.1. Teaching: Through self-training or teacher/trainer training, it develops the ability to implement a VR environment in the context of a class to develop customer care skills. It also offers the teacher/trainer the possibility to create his/her own training contents, developing his/her ability for digital content creation. 3.4. Self-regulated learning. VR4VET is a virtual reality environment which can be used within the context of the class and/or by the student independently. It offers infinite possibilities for repetition, supporting self-regulated learning. The scenarios in the different domains offer immediate feedback about student performance, as well as reflection tips and a score system, which provides the student with tools to monitor and reflect on his/her learning progress.
VR4VET supports the development of competences 5.1, 5.2 and 5.3
5.1. Accessibility and inclusion. The different domains and scenarios part of the VR4VET environment have been designed using simple language and interactions, in order to facilitate learning for special needs students (for example, with language barriers or difficulties). Virtual Reality is also a great tool for those students with hyperactivity or TDA disorders, as the learning experience is more immersive than a normal class, helping focus and engagement. Virtual reality offers a wider variety of learning methods and tools, making learning different, generating expectation and providing fun for the students. 5.2. Differentiation and personalisation. VR4VET offers 2 modalities for learning (simple and advanced), which the student/teacher can choose according to learner´s needs. The environment can be used as many times as necessary so the trainer can adapt learning to each student and each student can adapt his/her learning pathway by him/herself. 5.3. Actively engaging learners. Virtual reality foster learner´s engagement due to several reasons: facilitates focus, is deployed using technologies appealing to learners and used by them in other contexts outside learning (video games, cultural experiences), offers a safer environment where failure does not have real consequences and social interactions are with virtual avatars, which can be an ice breaker for those students with more difficulties in terms of communication or personal skills.