## 5 Conclusions  
The pedagogical experiment and the survey of student opinions demonstrated the high potential of VREs. As shown above, the VREs proved their quality in science, technology, medicine and other fields oriented primarily on familiarization with three-dimensional objects. Humanities and social sciences work mostly with abstract objects, concepts and ideas. Thus, our key research question was: _Can VRE effectively support humanities courses?_  
In order to find a response, our pilot project addressed one STEM-oriented course and one in \"pure\" humanities. In the first one (finance), we could support our positive conclusion by quantitative results, in the second (marketing) by positive reactions of students. The results suggest that there are good reasons for building similar courses. Soon, we invite another group of participants, working on their design, development and application. Based on our experience, we can offer the following suggestions to future developers:  
* _Analyze training needs_: Learn from practitioners which skills and competencies the graduates of your course lack. * _Determine the learning objectives_: Select those which can be supported by VRE. Do not hesitate to consult designers of already functioning VRE-supported courses about their best practices. * _Choose learning methods and create teaching materials_: Prefer exploratory learning. Design 3D-based open-ended tasks. Open room for communication of avatars (teachers and students, possibly visitors) and presentation of their work (documents, drawings, etc.) * _Accomplishment of qualification/training_: Explain to your students how to consult their educator, librarian, Internet sources, etc. Ask them to be active self-learners. Control their operations within the VRE, yet minimize your interference. Award those who facilitate their classmates' work and participate in advising. * _Evaluation of the capacity building/training process/project/program_: Use metrics to test the effectiveness of the education and gained knowledge, skills and competencies. The second research question was: _Does the VRE facilitate knowledge and skills in the particular courses?_ Again, both data and opinions indicate clear benefits for graduates. For example, only 12.5% of students attending VRE versions indicated no contribution of the VRE to their knowledge. The rest (87.5%) perceived it as a positive factor. Other results also demonstrate the positive influence of the VRE on students' learning experience. The previous set of suggestions can motivate other course developers to achieve similar teaching outcomes. Despite the limited size of our project, we can conclude:  
* The VRE mazes were developed for two pilot courses at one faculty. They were created thanks to a close and efficient collaboration between the programmers and educators. This small team could complete and test the VRE mazes during the lockdown. The team has obtained enough experience to serve as advisors in future similar developments. The team's composition allows for providing consultancy in both education- and technology-related elements. * Our VREs do not require any specialized devices such as VR glasses or gloves. The lockdown-enforced online education changed this essential drawback into a benefit. The absence of sophisticated hi-tech devices formed conditions for wider and faster spread of VRE-supported courses. Every students could participate in his/her courses using just standard computer equipment. In the future, it might be beneficial to proceed in the same direction. Based on our results, we can also recommend that universities consider using VREs in other courses. Naturally, the process will not be easy and may be long-lasting. The lessons learned by the participating educators from the course design, development and testing runs show that, regardless of the subject, courses have to follow principles of constructivism [46]. Moreover, a unified structure and manipulation procedures of different VREs is a must.