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into a profession that otherwise might not be possible
without further effort. VR-360 degree videos enable
experiences at locations which young people usually
have no access to plus more than one in short time.
For instance, visiting the job sight of an offshore wind
power plant is not possible due to safety restrictions
(Spangenberger et al., 2019).
For future research, it would be of interest to investi-
gate the influence of 360-degree videos in context of
a non stereotypical career choice. In our study, only
two male participants chose a profession in the field of
healthcare, stereo-typically perceived as a female do-
main, while all students who chose the profession of
a cook were male. In future research projects, the de-
sign and evaluation of VR 360-degree video features
that promote specific job interest could be focused.
We conclude that the application of 360-degree
videos for career assessment in a classroom setting
is generally suitable to meet the needs of students in a
career orientation phase. Watching different VR 360-
degree videos can be a helpful tool not only to offer
occupational information but also to reflect personal
aspirations by exploring a diversity of tasks on the
job site that might otherwise not have been associ-
ated with working in that field. Since they were well
perceived by the target group, VR 360-degree videos
have the potential to engage students in an learning
environment that is perceived as motivating and posi-
tive.
Furthermore and in line with the literature on ca-
reer choice, we suggest to not only focus on enhanc-
ing interest in a specific field, but to also specifi-
cally employ the VR experience to uncover possible
mismatches between previous interests and the real-
ities of occupational requirements. This could pre-
vent young adults from choosing a non-suitable voca-
tional training and therefore having to switch career
paths later. Having VR 360-degree videos available
for each student in a classroom gains new potentials
in the field of career orientation. In our pilot study the
experience was well received and regarded as help-
ful. We suggest further investigations with larger co-
horts and also the exposure of each student to a larger
variety of videos. We further suggest to embed the
experience as a multi-faceted vocational orientation
program focusing on self-reflection and discussion of
the occupational information.
ACKNOWLEDGEMENTS
We would like to thank Julie Bossier for preparing the
questionnaires and conducting the interviews.
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