Can project-based learning through AR / VR develop students' ability to solve problems, develop to see new opportunities and think new?


The school's mission is to give students opportunities to develop into democratically acting individuals who make conscious choices that benefit a sustainable future. Students need to be prepared for the future labor market where the abilities such as entrepreneurship, creativity and problem solving are emphasized.

To create tomorrow's innovators who contribute to a solution to today's problems, new ways of thinking are required.

One challenge is when people have to share thoughts and ideas is that not everyone has the same experience of experiencing it. Instead, think about whether everyone can share an experience, that way everyone can also discuss opportunities and find solutions.


Hypothesis: Virtual reality simulators develop students' skills to meet the challenges of the future.

Together with students in different age groups, we create a virtual experience that addresses today's real problems such as climate change, mental health, data protection and the global refugee crisis.

We test the hypothesis by:

  • Study students' ability to solve different scenarios by comparing AR / VR with traditional methods.
  • Compare how learning conditions differ in using AR / VR versus the same material delivered through traditional teaching methods.
  • Measure the relationship between students who have been actively trained in using AR / VR and the ability to implement thinking in traditional teaching.


  • AR has contributed to a greater visual reinforcement for younger students through vivid images of objects and animals. The students have shown an increased interest and commitment. Many students have also been shown to be more exploratory in their questions about why things look the way they do.
  • VR has been used in a first study to see how students' writing ability can be developed by allowing them to take part in more experience environments. Many of the school's students have a limited experience of the world around them, which makes it difficult for them to describe what different places and environments look like. With the help of VR, this possibility has been opened up.

Insights from the test:

  • VR apps require movement space, but more and more apps are being developed to be used while sitting, which makes it easier in a classroom environment.
  • The lack of external control in Oculus VR means that the teacher can not see what the students are looking at in their headsets.

Test report here.

Impact target

Developed problem-solving skills


The test indicates that the students become more exploratory in their questions.

Impact target

Developed writing skills

Resident involvement

Explored and tested together with the students at Gläntanskolan.


Name: Daniel Erlandsson
E-mail: daniel.erlandsson@helsingborg.se