## 4 Discussion  
The current employment of VRE does not cover any course subject in its entirety. In the pilot stage of the project, our aim was to test its potential as an educational tool in a humanities study program. The current literature review indicates that the VRE environments primarily address science and medicine courses in order to offer their students experiences unavailable otherwise--see for example [32; 33; 34]. As our survey indicates, students in humanities are happy with its usage. They are certain that it helps to expand their knowledge and would welcome its application in other courses as well. Their subjective opinion has been supported by the finance course \begin{table}
\begin{tabular}{c c c} \hline \hline
**Contribution to Knowledge** & **Students** & **Proportion** \\ \hline No contribution & 7 & 12.5\% \\ \hline Up to 25\% & 22 & 39.3\% \\ \hline Between 25\% and 50\% & 14 & 25.0\% \\ \hline Between 50\% and 75\% & 10 & 17.9\% \\ \hline More than 75\% & 3 & 5.4\% \\ \hline \hline \end{tabular}
\end{table} 
Table 7: Contribution of VRE to student knowledge. quantitative results. The VRE seems to positively influence their knowledge and skills. This conclusion coincides with similar findings, e.g., [35, 36]. Our experience shows that design and development of such courses tends to be a difficult task, requiring collaboration with VRE experts. In our case, the cooperation with developers of the particular software was vital. Similar difficulties might be the reason why we could not find more VRE-based courses. There are a few similar business applications based on gamification in marketing [37], but they are oriented to business partners, not students. Role-playing approaches to education [38, 39] are more common. Unfortunately, in role-playing scenarios, only a few students are directly involved in these \"dramas\"; most of them are just the audience. This method is therefore appropriate for small classes only. [PERSON] [40] identified pedagogical issues with using the VRE to support ideation, and the author points out the fact that the teachers must familiarize themselves with virtual reality functions and appropriate them to their learning objectives. This becomes a hurdle to many. Even a student pointed it out in his comment: _Our teacher was superb, but I do not believe that all educators can manage it_. Overcoming this hurdle requires collecting the best VRE authors' and users' experiences and disseminating them among all parties. Otherwise, the outcome will be equal to a traditional e-learning management system with advanced graphics. There are several other issues deserving one's attention. As the quotations at the end of Section 3 indicate, the variety of individual approaches to each piece of knowledge requires different degrees of attention from particular students with their distinct learning strategies. For this reason, both educators and designers must be simultaneously trained, not only in the exploitation of VRE tools, but also in interrelationships between the VRE mazes and targeted educational aims. In this way, the collaboration with Presentigo, s. r. o. (Inc., Incorporated Company), the VRE developer, demonstrated its value. Educators' requirements and remarks were quickly implemented in VREs. It opens a space for building a new methodology. Every VRE application must be subject-specific because the concept \"one model fits all\" is far from the truth. The concept of L&D--Learning and Development--takes on a deeper meaning. Consequences of a wrongly comprehended unity can be found in [41, 42]. On the student side, the combination of self-initiated activity, problem solving and collaboration with classmates enhances tacit knowledge--the one which is informal and present in human brains only. According to [43], the development of tacit knowledge is a central issue in education. Due to its reliance on a person's own problem solving, skills and competencies, VRE is suitable for the task.