The project ViRGIn4.1 - Virtual Reality and Games for Industry 4.1 - is designed as a project at the Bocholt-West vocational college. As part of the school partnership with the "IES Javier García Tellez" school in Cáceres, Spain, we examined the use of virtual reality and games in the context of Industry 4.0 in the preliminary project ViRGIn4.0 - Virtual Reality and Games for Industry 4.0 - to integrate these issues into our educational plans. In order to continue these investigations and to include the aspect of augmented reality, this follow-up project ViRGIn4.1 is planned. We deal here with questions of didactic-methodical embedding of new topics in the classroom and with new forms of teaching. We extend our methodological knowledge to embed new technologies in the classroom and get to know the influences of new media in and for schools. Participants will also gain intercultural impressions, get insights into the world of work and education plans, and expand their European understanding of vocational education and information exchange in Spain.
With the project ViRGIn4.1 - Virtual Reality and Games for Industry 4.0 plus Augmented Reality, the Berufskolleg Bocholt-West (Germany) wanted to explore the possible uses of virtual reality (VR) and games in a school partnership with the partner school IES Javier García Téllez (Spain). Investigate the framework of Industry 4.0 plus augmented reality. In the preliminary project ViRGIn4.0, the goal was to find out which VR tools are already available and whether it is possible to use them to independently create IT-based games that then also meet the requirements of Industry 4.0 and can be used in lessons. In this project we wanted to continue the investigations and the topic of augmented reality was also added. The didactic and methodological integration of the new topics and technologies into teaching should also be addressed. In addition, the participating teachers received intercultural impressions and gained insights into the world of work and the vocational training plans of the respective partner country. Four meetings were planned, two in Germany and two in Spain. The aim of these meetings was to hold workshops on the four main topics of virtual reality, game-based learning, Industry4.0 and augmented reality, in which the current state of development was continuously examined. It was also tested whether games could be easily developed using tools that could then be used in lessons. In order to obtain information and get impressions, different institutions were visited that were already dealing with the above-mentioned topics. There were also activities during the meetings to get to know regional customs, the regional culture and the school system of the partner country. The results of the project can be found on the “Erasmus+ Project Results” platform. Project activities were planned before and after the meetings in order to prepare and follow up on the meetings and to continue working on the topics. As a result, we were not able to achieve all of the results that were planned at the start of the project. In particular, when it came to the topics of “Industry 4.0” and “Augmented Reality”, we found that these areas were not yet as developed as we would have liked. Nevertheless, we were able to begin working on these topics. The conclusion to be drawn from the project is that over the course of the project we were continually pleasantly surprised by the possibilities in the areas of “virtual reality” and “game-based learning” that companies and institutions are already using. We were even able to see rudimentary solutions for the other issues. We didn't expect this at the start of the project. We also looked at the use of IT tools and found that it is unfortunately still very time-consuming to create complex solutions with these tools, but simple solutions were created by the project team (see Erasmus+ Project Results). The programming effort for complex issues is too high for teachers, but simple solutions can already be created. However, the tools were already much easier to use and better results could be achieved than in the previous project. The long-term impact of the project is achieved by involving additional teachers in conferences and other meetings in the two partner schools, who can then also work with the tools examined. Companies that train their trainees in our schools have also already shown interest. The project activities and the detailed results of the project are described in detail on the “Erasmus+ Project Results” platform.