SzenAR opens up a new dimension in language-sensitive learning
SzenAR is an innovation project designed to promote language competence in general nursing education. In collaboration with the Center for School Quality and Teacher Education in Baden-Württemberg (ZSL) and Ludwig Maximilian University of Munich (LMU), TriCAT has developed an immersive VR learning environment that places trainees in realistic communication scenarios and enables them to practice language skills in a targeted manner. The project will be tested at selected pilot schools through June 2026.
PROJECT OBJECTIVES
“Developing language sensitivity through the use of scenario-based teaching methods in conjunction with AR and VR technologies at vocational schools.” (SzenAR)
Promoting Language Sensitivity
Use of Scenario-Based Teaching
Use of Immersive Technologies
TARGET GROUP
Trainees in the healthcare professions
CORE DIDACTIC CONCEPT: SCENARIO-BASED TEACHING IN VR
The learning environment simulates typical communication situations in nursing, including:
- Validation
- Handover meeting
- Guidelines for Nursing Care
Thanks to the immersive design, trainees can adopt different perspectives, switch roles, and apply conversation templates within the 3D environments – a key advantage over traditional role-playing exercises.
COLLABORATIVE TRAINING ENVIRONMENT
A key benefit of this solution is the fully collaborative nature of the training scenarios. Both trainees and instructors can interact together in the virtual environment – either immersively through VR headsets or flexibly via a desktop PC.
In addition, content such as discussion guides, learning materials, images, videos, or case information can be displayed on integrated media walls within the virtual learning environment. This gives instructors the ability to manage training sessions with pedagogical flexibility and to visualize content directly within the scenarios.
REFLECTION AND JOINT ANALYSIS
After the training session, the entire session can be reviewed together with the trainees using the built-in recording feature. Reviewing the footage helps:
- reflection on communication patterns
- identifying strengths and potential for improvement
- a change of perspective and mutual feedback
- practical debriefings within the study group
- sustainable learning through immediate feedback
These recordings thus promote the ongoing development of communication skills.
LIVE BROADCAST FOR CLASSROOM INSTRUCTION
The training scenarios can also be streamed live to a large screen or display in the classroom. This gives the entire learning group multiple ways to participate: they can follow the participants’ interactions in the virtual world in real time either through VR headsets, on a desktop computer, or via a projector or monitor.
This form of “shared viewing” allows trainees who are not actively participating to take on observation tasks, analyze communication situations together, and be actively involved in reflection and feedback processes. In this way, VR training becomes a collaborative learning experience for the entire class.
REQUIREMENTS
- teachers and trainees with no prior technical knowledge must be able to start working instantly
- development of a fully collaborative and interactive VR learning environment based on TriCAT spaces® / i:medtasim®
- two realistic 3D environments: a hospital ward and a nursing home
- animated avatars, patients, and medical staff
- interactive objects and media for individual adaptation
- self-contained saving and loading of 3D scenes
- session Recorder feature
- intuitive use with VR glasses featuring a pre-installed app
- hybrid use: PC + VR
- stand-alone system, school network-independent infrastructure via a mobile Wi-Fi router
- local client/server infrastructure – easy administrative control
PILOT STUDY
The pilot was conducted at four vocational schools in Baden-Württemberg (third year of training, 15–25 students per class). Feedback from the trainees:
- “I was able to put myself in the other person’s shoes more easily because I could block out my ‘real-life’ counterpart.”
- “For me, it was way better than a standard role-playing game, because I’m so into that kind of thing.”
- “It would be a great way to learn by immersing yourself in different worlds. That makes learning fun.”
- “I think VR is better for learning.”
- “Please continue to use these learning techniques to make studying easier. It was just like in real life.”
Findings on the Use of VR Technology in the Classroom
Die Ergebnisse zeigen: VR erleichtert das sprachliche Handeln, reduziert Hemmungen und fördert die aktive Teilnahme. VR steigert Motivation und Sprachkompetenz.
GROWTH POTENTIAL
- AI-powered avatars for dynamic dialogue
- Self-guided learning scenarios for PC and VR
- Integration with learning management systems
- Application to other occupational fields, such as retail or medical assistant roles
Conclusion
SzenAR demonstrates how immersive technologies can bring about sustainable change in vocational training. With its VR learning environment, TriCAT provides language-sensitive, motivating, and realistic training that optimally prepares trainees for the communication challenges of everyday nursing practice.
A best practice for effective and scalable educational innovation.