基于 VR 沉浸式课程的高职生正确职业观培育路径

… IVR's unique properties, such as high immersion could be … the effectiveness of IVR in vocational education, focusing on (1… Through a randomized controlled trial with 72 vocational …

… Immersive virtual reality (IVR) offers possibilities of creating a learner‐centric environment … However, the potential of IVR in vocational education and training (VET) has not yet been …

Виртуальные мастерские являются перспективной технологией для профессионального об- разования будущего. При этом в научных изысканиях современных ученых и практиков век- тор изучения виртуальных мастерских как технологии виртуальной или иммерсивной реаль- ности практически отсутствует. Цель. Определение ориентиров для разработки и реализации в образовательной практике форсайт-технологии виртуальных мастерских. Результаты. Описана сущность виртуальных мастерских, их базовые характеристики, предложена структура виртуальных мастерских, рассмотрены ограничения и проблемы разработки, внедрения виртуальных мастерских в образовательное пространство, сформулированы воспитательные и развивающие эффекты данной технологии. Материал статьи может быть использован для совершенствования процесса разработки виртуальных мастерских. Он является основой для включения данной технологии в систему профессиональной подготовки специалистов с целью обеспечения реализации нового формата освоения профессиональных компетенций. Virtual workshops are a promising technology for the professional education of the future. In the scientific research the vector of studying virtual workshops as a technology of virtual or immersive reality is almost completely absent. Aim. Determination of benchmarks for the development and implementation of foresight technology of virtual workshops in educational practice. Results. The essence of virtual workshops, their basic characteristics are described; the structure of virtual workshops is proposed; the limitations and problems of development, implementation of virtual workshops in the educational space are considered; formulated educational and developmental effects of this technology. The material of this article can be used to improve the process of developing virtual workshops. It is the basis for the inclusion of this technology in the system of professional training of specialists in order to ensure the implementation of a new format for mastering professional competencies.

This article explores the challenges and possibilities in use of virtual reality (VR) as a pedagogical tool in vocational education at school level. VR has the potential to transform vocational education by providing immersive, interactive, and realistic simulations of real-world work environments to the students. The article discusses the advantages of using VR in vocational education, including increased engagement, motivation, and knowledge retention of the students. It also provides the case studies on successful integration of VR in vocational education and training. It also examines the challenges of implementing VR in vocational education, such as the cost of equipment and software, and the need for specialized technical support. The article concludes with a discussion of future directions for research on the use of VR in vocational education and the potential impact on the future of work.

Immersive virtual reality technology is widely used in the field of education with the continuous development of hardware and software.Facing the content of skill practice that is changing with the times, vocational education is also actively reforming its teaching methods and applying IVR to teaching.This paper presents a systematic review of the applications, advantages, and challenges of IVR in vocational education.The study is based on the PRISMA report and analyses journal papers retrieved from Web of Science and Scopus, spanning the period from 2021 to 2025.It highlights the pedagogical value of IVR in teaching and learning, describes the challenges of its implementation in vocational education, and makes recommendations for future research.Although IVR is gradually being integrated into classrooms in vocational education and has been shown to have a positive impact on factors such as student learning outcomes and motivation, challenges such as cognitive load, motion sickness, and instructional design difficulties should not be ignored.Future research should focus on exploring the effects of IVR across different disciplines and different ways to address the negative impacts of IVR.This paper identifies research gaps, broadens the scope of research, and points the way for researchers and software designers.

ABSTRACT This paper presents a systematic review of the application models, affects, and performance outcomes of VR/AR in vocational education. The analysis is based on journal articles retrieved from renowned databases such as Web of Science, Scopus, and EBSCO, spanning from January 2000 to January 2022. It highlights the pedagogical value of VR/AR in teaching, presents the current research status of their implementation in vocational education, and suggests future research directions. VR/AR tools or environments have emerged in the past two decades to enhance vocational education, offering new ways to develop learner’s practical abilities and theoretical concepts, innovate teaching methods, and advance vocational education. Although VR/AR is being integrated into classrooms, it is still in its early stages. Future research should focus on multidimensional investigations, cross-curricular integration, immersive training, and evaluating learning outcomes and learners and teachers’ in-depth interactions with VR/AR technologies. This paper identifies research gaps, expands the scope, and provides directions for researchers and software designers.

Employment outcomes for autistic1 individuals are often poorer relative to their neurotypical (NT) peers, resulting in a greater need for other forms of financial and social support. While a great deal of work has focused on developing interventions for autistic children, relatively less attention has been paid to directly addressing the employment challenges faced by autistic adults. One key impediment to autistic individuals securing employment is the job interview. Autistic individuals often experience anxiety in interview situations, particularly with open-ended questions and unexpected interruptions. They also exhibit atypical gaze patterns that may be perceived as, but not necessarily indicative of, disinterest or inattention. In response, we developed a closed-loop adaptive virtual reality (VR)–based job interview training platform, which we have named Career Interview Readiness in VR (CIRVR). CIRVR is designed to provide an engaging, adaptive, and individualized experience to practice and refine interviewing skills in a less anxiety-inducing virtual context. CIRVR contains a real-time physiology-based stress detection module, as well as a real-time gaze detection module, to permit individualized adaptation. We also present the first prototype of the CIRVR Dashboard, which provides visualizations of data to help autistic individuals as well as potential employers and job coaches make sense of the data gathered from interview sessions. We conducted a feasibility study with 9 autistic and 8 NT individuals to assess the preliminary usability and feasibility of CIRVR. Results showed differences in perceived usability of the system between autistic and NT participants, and higher levels of stress in autistic individuals during interviews. Participants across both groups reported satisfaction with CIRVR and the structure of the interview. These findings and feedback will support future work in improving CIRVR’s features in hopes for it to be a valuable tool to support autistic job candidates as well as their potential employers.

Tecnológico de Monterrey’s Tec21 framework structures student development through Exploration, Focus, and Specialization phases, supported by a triad of peer mentors, program directors, and student mentors. Despite this robust design, two decision points, leaving the Exploration phase and selecting a specialization, emerge as peaks of stress and anxiety, driven by fears of irreversible mistakes, financial uncertainty, and external pressures. A mixed-methods survey of 78 sixth-semester students revealed that while most report low stress when choosing a university or major, a significant minority experiences moderate to severe anxiety. Open responses highlighted concerns about costly tuition, heavy course loads, confusing curricular options, and worry over disappointing family or peers. Traditional interventions, detailed program overviews, mindfulness exercises, and proactive advising, provide some relief but may not fully engage Generation Z learners, who gravitate toward immediate, immersive experiences. Simultaneously, Tec’s Mostla innovation hub has established VR Zones on twenty campuses, each equipped with HTC Vive Pro stations and a proven track record of five thousand visits within the first ten months. Yet, existing VR applications do not address the specific decision-making challenges faced by students. Anchored by the university’s 2030 vision, “education not just for work but for life, and continuously”, and its credo of “leadership, innovation, and entrepreneurship for human flourishing,” a tailored VR prototype offers a compelling solution. By recreating campus tours, career pathways, and specialization scenarios in a controlled virtual environment, students can test outcomes without real-world stakes. This experiential rehearsal bridges information gaps, alleviates financial and logistical anxieties, and builds emotional resilience and self-efficacy, core components of human flourishing. Discussion of survey findings alongside VR’s proven capacity for social-emotional learning suggests that immersive simulations can transform high-pressure academic choices into guided explorations. Students who feared choosing the wrong discipline or losing scholarships could, for instance, virtually navigate financial aid processes or “walk through” a corporate project before committing. By aligning Tec21’s phased curriculum and well-being dimensions with interactive VR modules, the university can deliver decision-making workshops and in-simulation prompts that reinforce confidence at those pivotal junctures. In conclusion, implementing bespoke VR experiences, grounded in Tec21 pedagogy and deployed through Mostla’s infrastructure, promises to convert moments of acute anxiety into opportunities for growth. Such an approach not only prepares students for professional success but also nurtures their capacity for continuous learning and balanced living, satisfying Tecnológico de Monterrey’s aspiration to cultivate resilient individuals ready for the challenges of an ever-changing world.

… VR career development significantly enhances career decision-making by leveraging … simulations, and virtual reality training. This comprehensive approach facilitates effective career …

The integration of Virtual Reality (VR) into career development training offers a transformative approach to enhancing career adaptability, a crucial construct for navigating the challenges of modern professional environments. The aim of this study was to investigate the impact of Virtual Reality (VR) career exploration training on career adaptability. Employing a comparative design, data were collected from two groups – one receiving VR training and the other using traditional methods. The results of the study showed a significant positive impact of interactive VR simulations on key aspects of career adaptability. In particular, the use of VR technologies contributed to the improvement of participants' self-esteem, the development of professional knowledge, and the efficiency of goal setting and career planning. This study examined the effects of VR-based career exploration on five dimensions of career adaptability: self-appraisal, occupational information, goal selection, planning, and problem-solving. Results have revealed statistically significant improvements across all dimensions for the VR group, with the strongest effect observed in occupational information and substantial gains in planning and problem-solving. The findings underscored VR’s potential as an innovative tool for experiential learning, offering immersive and interactive environments that facilitate skill acquisition, self-awareness, and effective career decision-making. Implications for educational institutions, career counseling practices, and workforce development programs have been discussed, highlighting the pivotal role of technology-enhanced training in preparing individuals for an evolving job market. The findings of this investigation have significant implications for career counseling practitioners, educational institutions, and organisations invested in workforce development

Educational virtual environments (EVEs) are defined by their features of immersion (degree of sensory engagement) and fidelity (degree of realism). Increasingly, EVEs are being used for career development and training purposes, which we refer to as career-oriented EVEs. However, little research has examined the effects of immersion and fidelity on career-related outcomes, like self-efficacy and interests, and the learning dynamics that may influence these outcomes. We address these research needs across two studies using an inductive approach. Study 1 compares welding career exploration in EVEs to traditional career exploration and finds that individuals using EVEs report more positive career self-efficacy. Study 2 examines the influence of social learning dynamics, or how individuals learn from each other through behavioral modeling, on performance and career-related self-efficacy and interest. Groups were assigned to use either a high or low immersion and fidelity EVE. Findings indicate strong social learning dynamics in both EVEs, but the effects were stronger for groups using the higher immersion and fidelity EVE. Specifically, groups converged on two performance measures, and the performance of individuals who were situated as behavioral models significantly predicted the performance of other group members. Performance at the individual level, in turn, predicted career self-efficacy and interest for men but not women, and only for those using the higher immersion and fidelity EVE. Based on these findings, we conclude with practical recommendations for and implications of implementing career-oriented EVEs for career exploration and skills training.

Virtual Reality represents a promising career guidance tool, allowing young people to explore working life in an engaging and safe way. In this paper, we report a study that investigates the pedagogical potential of Virtual Reality in career guidance, how this technology contributes to the development of career learning skills, and how to integrate it in the daily operational practice of career guidance. We adopt a mixed-methods approach, combining qualitative interviews with counselors and quantitative evaluation data from clients at welfare centers. The findings indicate that Virtual Reality can foster engagement, reflection, and vocational orientation, particularly among youth with limited work experience. At the same time, the use of this technology and its long-term impact is shaped in a determinant way by systematic constraints such as adequate training, time, technical support, and managerial commitment. The paper contributes to current research by showing how virtual reality can enhance career guidance and offering practical recommendations for its effective integration into practice.

… For instance, students can participate in a virtual reality (VR) design project where they are … simulate real-world situations that students are likely to encounter in their future careers. For …

The increasing trend of high school kids aspiring to become internet influencers or depending solely on freelance jobs, while ignoring their studies, motivated this study. This project seeks to enhance students’ awareness of their future by introducing Simventure. Simventure is an interactive simulation that has AI-driven Non-Playable Characters who provide assistance on post-graduation options and career planning, enabling students to investigate diverse career trajectories through a first-person perspective. While exploring career guidance and interactive learning, Simventure also reflect the reality in the career world such as becoming pilot and marine biologist. Simventure follows the ADDIE methodology (Analysis, Design, Development, Implementation, and Evaluation) as the foundation of the project. It explores the development of Simventure, covering asset development and the integration of AI into NPCs within the simulation. The simulations were afterwards evaluated through both quantitative and qualitative methods, engaging high school students and expert specialists, by employing the System Usability Scale (SUS) and expert testing to determine the usability and overall effectiveness of Simventure.

… of youth's vocational view. The education and construction of career view can help students to understand themselves, improve students' professional quality, enhance students' …

… XR technologies, encompassing Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR), enable immersive simulations for career exploration. For instance, AR overlays …

Simulations have become integral to medical education for professions such as nursing and medicine but are still a rare opportunity for students undertaking basic science courses including Biomedical Sciences. Many students undertaking Biomedical Sciences have a strong underlying interest in pursuing careers at the patient bedside. In this regard, Biomedical Science students often hope to secure competitive places on postgraduate courses in medicine, or physician associate studies. At the University of Salford, a significant number of students come from lower socioeconomic backgrounds. These students may face additional barriers to academic confidence and a sense of belonging, which can affect their ability to competitively pursue postgraduate opportunities in medicine and related fields. Providing immersive learning experiences, such as clinical simulations, can help bridge this gap by fostering essential skills, increasing confidence, and enhancing employability. We set out to design clinical scenarios that would develop transferable skills, especially around patient consultation, teamwork and ethical decision making. Four clinical scenarios were designed and delivered in the University of Salford state-of-the-art simulations suite. Scenarios included a lung cancer patient consultation, decision making around a liver transplant dilemma, a difficult conversation with a parent regarding safeguarding concerns, and finally an escape-game style scenario involving a zombie virus infection. These scenarios involved students becoming familiar with the ethical pillars for clinical decision making, frameworks for patient consultations, and the basics of clinical observations. We evaluated the student experience using a Likert survey. Over a two-year period, a total of 60 students took part in the extracurricular simulation, of which 31 agreed to take part in the research survey. Results showed that the experience was largely accessed by students from widening participation backgrounds. In total, 97 % had a positive learning experience, and 100 % enjoyed taking part in the clinical simulation. We found that 90 % of students felt the experience supported the development of communication skills and teamwork, whilst 84 % reported improved employability. Furthermore, 90 % of students in this study would like to see simulation experiences embedded into their programme of study, and 91 % thought that simulations were better than traditional dyadic styles. Collectively, these results point to the successful design and delivery of an extracurricular simulated experience and provide evidence to support the need to embed immersive simulated experiences into the curriculum of Biomedical Sciences courses.

… immersive learning experiences that prepare high school students to virtually explore diverse career paths … Can an immersive virtual reality simulation increase students’ interest and …

Virtual reality (VR) is rapidly gaining popularity in vocational education and training (VET). We conducted a between‐subjects experiment to explore how VR modality (headset vs. desktop VR) influences trainee reactions and performance for a simulated welding task. Participants completed six welding trials, receiving feedback on three key performance metrics after each trial. Results indicate that participants performed better in the desktop VR condition. However, participants in the headset VR condition reported higher levels of future interest in welding and found the training to be less boring. Presence and engagement did not significantly mediate the relationship between VR modality and performance, as VR modality did not significantly predict presence. In post hoc analyses, we found that affect, interest and motivation positively mediated the relationship between presence and performance. Our results suggest that less immersive media may promote VET skill development more effectively, possibly due to a greater sense of fidelity. More immersive media may be better for developing engagement and interest for people who are not already committed to or interested in developing a skill, which may also counteract performance differences over time.

Previous studies on Virtual Reality (VR)-enriched learning pointed out the advantages of immersive learning for the development of competencies. In the context of vocational education in vehicle painting, training opportunities are severely limited for many reasons. VR can be utilized to develop a comprehensive learning environment with authentic training tasks. Besides the need to train psychomotor skills, vehicle painting procedures are complex tasks requiring incremental training to develop knowledge, skills, and attitudes. This study aims to evaluate a VR training application for vehicle painting, focusing on the development of professional competencies regarding skills, knowledge, and attitudes. 47 apprentices participated in the evaluation study. A VR-simulated painting booth was developed based on the 4 C/ID model by van Merriënboer, where they dealt with typical painting jobs on 3D workpieces (e.g., car wings, engine hood). Within the descriptive-inferential study, no significant differences between the types of competencies were revealed. The training application supports the acquisition of skills, knowledge, and attitudes equally. Further results regarding usability, cognitive load, etc., are promising. The essential finding of this study is that the VR training application is generally suitable for supporting craftsmanship within the field of vehicle painting. Since training opportunities for apprentices in this context are often rare, VR offers a unique solution especially for skills training if it follows a proven instructional model for the development of competencies.

Virtual Reality (VR) offers a powerful medium for bridging the gap between theoretical knowledge and hands-on skill acquisition in vocational education. This paper presents a VR-based training system that integrates adaptive learning, real-time feedback, and dynamic content generation to deliver personalized and scalable instruction. The system is anchored by two key components: Persona Skill Net, which models learners’ cognitive and behavioral states through hierarchical encoding and graph-based task representations for individualized competence tracking; and Reflective Curriculum Flow, which adapts task sequencing and difficulty via feedback-driven optimization and stability regularization. Together, these modules form a closed-loop learning environment that aligns instructional content with evolving learner proficiency. Experiments on benchmark educational datasets demonstrate significant improvements in accuracy, recall, and engagement over state-of-the-art adaptive learning methods. This work offers a robust, data-driven framework for enhancing realism, interactivity, and pedagogical effectiveness in next-generation VR-based vocational education.

Virtual reality (VR) is an emerging technology with a variety of potential benefits for vocational training. Therefore, this paper presents a VR training based on the highly validated 4C/ID model to train vocational competencies in the field of vehicle painting. The following 4C/ID components were designed using the associated 10 step approach: learning tasks, supportive information, procedural information, and part-task practice. The paper describes the instructional design process including an elaborated blueprint for a VR training application for aspiring vehicle painters. We explain the model’s principles and features and their suitability for designing a VR vocational training that fosters integrated competence acquisition. Following the methodology of design-based research, several research methods (e.g., a target group analysis) and the ongoing development of prototypes enabled agile process structures. Results indicate that the 4C/ID model and the 10 step approach promote the instructional design process using VR in vocational training. Implementation and methodological issues that arose during the design process (e.g., limited time within VR) are adequately discussed in the article.

Technical and Vocational Education and Training (TVET) plays a critical role in equipping learners with practical skills required for the workforce. However, traditional hands-on training in TVET often faces challenges such as high costs, safety risks, and limited access to advanced technologies. Virtual Reality (VR) emerges as a transformative solution, offering immersive and interactive learning environments that replicate real-world scenarios. This paper explores the integration of VR into TVET education, emphasizing its potential to enhance practical skills training. VR simulations provide a risk-free platform for learners to practice technical tasks, enabling repetitive practice and error correction without resource depletion or hazards. The study also examines how VR can address accessibility gaps, democratizing access to high-quality training across geographically dispersed regions. Key benefits, including improved learner engagement, retention, and adaptability to industry demands, are discussed alongside challenges such as cost, infrastructure requirements, and the need for instructor training. By analyzing case studies and pilot programs, the paper highlights the effectiveness of VR in fostering a skilled and future-ready workforce. The findings underscore the importance of adopting VR as a supplementary tool in TVET education, paving the way for innovative, scalable, and inclusive vocational training solutions.

… to determine how vocational training programs can be enhanced using VR from literature. … Moreover, Programs may incorporate gamified assessments and quizzes into VR training, …

The aim of this paper is to present our didactic-methodical concept for a virtual interactive vocational education and training using the VR and AR technologies. Since we are a dual VET Institutions for handicapped, we primarily focus on young people with special needs, autism, and significant social interaction difficulties. Our concept can also be applied to other target groups. The virtual environment offers the trainees the ability to interact and experiment with items and constructs in a similar way they would do in real world. The AR-Glasses promise through the free visualization meaningful application scenarios for the teaching and learning concept; the wearer is supported during his activity by additional context-based virtual information and objects. Our method is based on the educational goals, the cognitive and psychophysiological aspects of the trainees, the technological aspects and the pedagogical strategies of goal-oriented teaching. In this paper we present some application examples of these technologies in different areas of our VET such as automotive mechatronics engineering, electrotechnology and Automation, technical product design, information technology and In-house virtual vocational School. Article DOI:  https://dx.doi.org/10.20319/pijtel.2019.31.118129 This work is licensed under the Creative Commons Attribution-Non-commercial 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/ or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA.

… Education (WACE) added the term work integrated learning to … the higher education institutions, describing learning by doing … learning and teaching of students in education institutions. …