AUGMENTED REALITY (AR) AND VIRTUAL REALITY (VR): THE FUTURE OF INTERACTIVE VOCATIONAL EDUCATION AND TRAINING FOR PEOPLE WITH HANDICAP
Dr. Leila Mekacher
Vocational School at the Vocational Training Center Neckargemuend, SRH, Germany
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.
Keywords
Virtual Reality, Augmented Reality, VET, Virtual Learning Scenarios, Educational Tool
Augmented Reality Welding Simulator
Autism-Aware Vocational Education & Training
A structured, safe, and sensory-considerate pathway to welding skills
1. About This Training
This training programme uses augmented reality technology to teach welding in a calm, structured, and predictable environment. Learners use real welding equipment — torches, gloves, and physical coupons — while the welding arc, bead formation, sound, and parameter response are visualised through the AR system, calibrated from real laboratory conditions.
The approach is built around two core principles: learning through repetition without pressure and transitioning to real welding only when the learner is genuinely ready. This makes it well-suited for autistic learners and others who benefit from clear structure, reduced sensory load, and objective feedback.