Abstract
This article includes a literature review about the impact of fully immersive virtual reality experiences on a students’ well-being, focusing on side effects such as cybersickness and depersonalization-derealization disorder. The purpose of this article is to emphasize the importance of some aspects of pedagogical work, in case of using virtual reality technology, such as the importance of educators being informed about the reasons why a student may not want to use virtual reality technology, significance of ability to understand student’s reactions during virtual reality experience, the possibility to offer alternatives and find the best solutions, so student can have the most positive and safe virtual reality learning experience. Therefore, this article raises the question of the need for a differentiated learning in the context of extended reality technologies in school education, identifying several possible alternatives such as desktop virtual reality and augmented reality to fully immersive virtual reality.
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