## 5 Conclusions
Developers have to agree on a unified layout and communication standards in order to minimize confusion and the necessity of re-learning [47; 48]. Such an approach creates a friendly environment with minimum barriers for learning and optimal space for creativity, reception of new knowledge and adoption of practical and long-lasting skills. Last but not least, the educators must be trained in using the VRE features in order to facilitate student progress. Our results serve as encouragement for the design of additional courses. Nevertheless, to make courses fully supportive and trustworthy, further investigation is necessary. Here are potential research directions:  
* The number of courses and students has been small. To obtain more reliable evidence, their number and the number of participating students must be increased. * The positive opinion on courses might be influenced by the novelty of the teaching method. Now, it is important to study whether the positive assessment stays unchanged with the repetitive implementation of VREs in the same (and later in other) courses. * To add new research questions: Will the design and development of new courses and/or the incorporation of specific VRE interfaces bring overall educational benefits that go beyond these courses? If so, will the growth outweigh the invested costs? Education with the VRE changes one of the traditional principles of teaching humanities. It allows for a move from reading and lecturing about facts and rules to actual problem solving. In our particular case, the problems could lead to setting relevant values, communication skills and critical thinking. The VRE mazes may contain (intentionally) misleading and false information and, in this way, teach students to identify and disclose them [48]. Such an approach belongs among the most critical ones in talent discovery [49]. The VRE can in this way help educators in distinguishing among those who are just memorizing and repeating \"eternal truths\" and those using their own mind. Conceptualization, L.K. and P.R. ; methodology, L.K. and J.H. ; software, P.G., P.L. and P.R. ; validation, L.K., P.G., P.L. and P.R. ; formal analysis, P.G. and P.L. ; investigation, P.G. and P.L. ; data curation P.R. and J.H. ; writing--original draft preparation, J.H. ; writing--review and editing, J.H., L.K. and P.R. ; supervision, L.K. ; project administration, L.K. ; funding acquisition, P.R. All authors have read and agreed to the published version of the manuscript. This research was funded by the Technology Agency of the Czech Republic, grant number TL05000459 \"Improving the quality of learning and strengthening students' motivation to learn by deploying a 3D virtual university campus based on virtual and augmented reality technologies in the teaching process\". Not applicable. Informed Consent Statement: Informed consent was obtained from all subjects involved in the study. Personal data of students have been anonymized. The encrypted files have been stored in the university database. Their storage and availability follows Data Availability Statements in section \"MDPI Research Data Policies\" at [[https://www.mdpi.com/ethics](https://www.mdpi.com/ethics)]([https://www.mdpi.com/ethics](https://www.mdpi.com/ethics)) (accessed on 25 August 2022). Authors also acknowledge VSB--Technical University of Ostrava and University of Ostrava for providing workspace, literature. The authors declare no conflict of interest.