Learning Through Creation: International Students Explore VR and AR in Kraków

The first edition of the Erasmus+ Blended Intensive Programme (BIP) Game Development with VR/AR has successfully concluded at Cracow University of Technology, bringing together students and academics from across Europe under the STARS EU Alliance.

The programme combined several weeks of online learning with an intensive on-site week in Kraków, creating a unique international environment where technology, creativity, and intercultural collaboration met in practice.

Opening the on-site week, programme coordinator Adrian Widłak highlighted the spirit of the initiative:

“We are meeting here as part of the Alliance STARS EU, bringing together Poland, France, Germany, and our guests from Slovenia. What I love about this initiative is that it’s not just about mobility. It’s about mixing realities.”

The programme began with an online phase running from 24 March to 26 May 2026. During this period, participants developed skills in C# programming, 3D modelling, Unity game development, and immersive VR and AR technologies.

The international group then gathered in Kraków from 15 to 19 June for the on-site component. Throughout the week, students transformed theoretical knowledge into practical solutions by working in multinational teams on a common challenge.

Their task was to design and develop an augmented reality experience capable of transforming a traditional computer laboratory into an interactive educational escape room. Using tablets, AR tools, and game design principles, participants created missions, puzzles, and story-driven scenarios that blended digital content with physical space.

The resulting projects demonstrated how augmented reality can enhance learning environments, increase engagement, and create new forms of educational interaction.

One of the key objectives of the programme was to strengthen students’ ability to work in international and interdisciplinary teams. Beyond technical development, participants gained valuable experience in communication, problem-solving, project management, and intercultural cooperation.

Academic staff from partner institutions provided expert guidance throughout the programme. Participants were supported by Frédéric Lassabe (France), Volker Paelke (Germany), and Krzysztof Skabek from the Computer Graphics and High Performance Computing Research Group at Cracow University of Technology. Practical workshops and project sessions were led by Adrian Widłak, Gloria Kuliś, and Wojciech Malik.

Their diverse academic and research perspectives enabled students to explore VR and AR technologies from multiple viewpoints and application areas.

The programme also offered participants the opportunity to experience the cultural heritage of southern Poland.

Students visited the Wieliczka Salt Mine and explored Kraków’s historic city centre, both UNESCO World Heritage sites. These visits provided valuable opportunities for networking, cultural exchange, and discovering one of Central Europe’s most historic regions.

The successful delivery of the programme was supported by members of Visgraph, the student scientific association operating under the supervision of Michał Dolina and Jakub Dec. Visgraph students contributed to event organisation, participant support, media coverage, photography, audiovisual production, and promotional activities. Their involvement played an important role in creating a welcoming and professional environment for all participants.

The Game Development with VR/AR programme demonstrated how modern higher education can move beyond traditional teaching models. Rather than passively receiving information, students learned by designing, building, testing, and refining their own ideas. By combining emerging technologies, project-based learning, and international collaboration, the programme provided participants with valuable technical competencies, practical experience, and professional connections that will continue to benefit them long after the programme’s conclusion.

As a STARS EU initiative, the programme also showcased the Alliance’s commitment to creating innovative educational opportunities that prepare students to work and collaborate in an increasingly digital and interconnected Europe.

Scientific Area: Natural & Sciences.

EXPR: 

Name of the service: Centre for the Development and Transfer of Water Technology – IPB/AquaValor.

Main responsible: Maria José Alves, PhD, Executive Director.

Category of the service: Research group.

Target group: Local authorities, public institutions, Private companies, Research Centers, Research organizations.

Scientific refence: 

Web of Science Researcher ID: M-6624-2016
ORCID: 0000-0001-8506-4393
Scopus Author ID: 16400584800
Description: Maria José Alves is the Executive Director of AquaValor since 2019 and the President of the Superior School of Hotel Business and Well Being, part of Bragança Polytechnic University, since 2022. She is currently coordinating 15 national funded projects and is a member of 19 national and international projects. Published a total of 95 documents and has over 636 citations, under an h index of 32.
Book chapters:
– Garcia et al (2023) https://doi.org/10.1007/978-3-031-18587-8_20
– Oliveira et al (2023) https://doi.org/10.1007/978-3-031-18587-8_20
– Silva et al (2023) https://doi.org/10.1007/978-3-031-18587-8_16
– Slezakova et al (2023) http://hdl.handle.net/10198/25997
Research papers:
– Plasencia et al (2023) https://doi.org/10.1007/s12649-023-02042-6
– Roriz et al (2023) https://doi.org/10.1039/d3fo01660a
– Silva et al (2023) https://doi.org/10.1039/d3fo01660a
– Shiraishi et al (2023) https://doi.org/10.3390/pr11041179
– Albuquerque et al (2023) https://doi.org/10.3390/pr11041179
Research projects:
– AQUAPRED “System for the control and prevention of pollutants in mineral-medicinal waters by means of AI”, Interreg Sudoe – Call Sudoe 2021-2027, S1/1.1/E0056.
– ORALTHERM “Oral health through thermal water”, FUNDAÇÃO LA CAIXA – Projetos I&D Mobilizadores.
– WOODLANDFUNGI “Valorisation and Sustainability of Barroso’s Wild Mushrooms”, FUNDAÇÃO LA CAIXA – Projetos-Piloto Inovadores.

Offer description:

AquaValor is prepared to perform a set of R&D activities:
– R&D activities to scientifically validate the effects of waters in the therapeutic area but also in the area of well-being through studies carried out on site (thermal spas and their users) and on consumers of bottled mineral waters.
– R&D activities in healthy eating through the use of mineral water in the development of beverages and/or functional foods; the evaluation of mineral water’s properties as a food preservative; the evaluation of the diuretic and detoxifying effects of hydrotherapy; the evaluation of the effect of hydrotherapy together with a healthy and balanced diet plan, allowing spas to be included in health promotion programmes.
– R&D activities in thermal cosmetics through the study of the bioactivity of mineral waters (e.g. antioxidant, antimicrobial and anti-inflammatory properties, among others).
– R&D activities in geothermalism in thermal spaces and nature tourism, among other areas that may be defined in the future. There will also be a space dedicated to co-creation activities with companies and other stakeholders, with a view to identifying, generating and developing new opportunities collaboratively and cooperatively.
Overall, AquaValor is experienced in R&D projects through funding from national (Portugal2030, COMPETE2030) and international sources (Fundación La Caixa, SUDOE, POCTEP) acting in multidisciplinary consortiums with private companies, public institutions, research organizations and others.

Scientific Area:  Engineering & Technology.

EXPR: Electrical Technology.

Name of the service: Electrical drivelines and Electrical power system.

Main responsible: Boel Ekergård – Assoc. Professo.

Category of the service: Research group.

Target group: Industry.

Background:

The ongoing electrification of society, which is part of the industry reaction on the climate change, has led to a strong demand for advanced level competence in electrical engineering. The electrification of society includes, among other things, large consumers of energy such as the vehicle fleet and energy-intensive industry, which leads to these sectors needing more and more competence in electrical engineering for the technological transition. With increased consumption of electricity, increased production from new types of producers is also required. This, together with changed power flows in the grid, places new demands on the power system of the future, and increased competence is needed in all parts of the power system in order to maintain a stable and robust power system in the future as well.

Electric machines and energy-storage are today considered elemental in the green transition and driven by the proliferation of rechargeable EVs. To accelerate the energy transition and achieve the energy policy goals, it is critical to analyze the extraction, production, and handling of materials in EVs. While EVs offer clear benefits in reducing emissions during their operational life, their production phase presents significant environmental, social, and economic challenges. Addressing these challenges requires a holistic approach to manufacturing processes, including technical innovations, cleaner energy sources, improved battery and motor technologies, recycling programs, and a consideration of social and economic factors. 

Scientific refence:

At University West, electrical engineering is a prioritized area, with research within the electrical power system and all subsystems of the electrical driveline. The foundation of the research within the electrical power system is the demand of a stable electrical grid. A stable electrical grid is a prerequisite for today´s society and University West has a great focus on research regarding voltage- and transient- stability. 

The foundation of the research within electrical driveline is to only utilize national materials with the requirement that the technical subsystem must be designed for recycling and reuse. With an electric machine utilizing ferrite as the magnetic material and research regarding replacing cobolt and lithium with iron phosphate in the battery-system the research in electrical engineering at the University of the West is at the absolute forefront and has great opportunities to achieve a technical solution that meets all three global sustainability goals. Through collaboration with relevant industry, see for example, Högskolan Väst deltar i ny satsning på elektrifiering | Högskolan Väst (mynewsdesk.com), the research group spreads the possibility of the technical solutions including the ability to reuse/recycle with an electric driveline to relevant industry. Högskolan Väst is thus to the highest degree involved in and drives development within technical solutions that meet all three global sustainability goals.

Offer description:

Research within electrical engineering at University West is divided in number of steps. Analytical and numerical calculations give the foundation to the modelling and laboratory verifying tests, leading to fullscale experiments. Within the experimental environment, full scale electrical drivelines with ferrite based electrical motors are designed, assembled and experimental verified. The experimental environment offers power sources, measuring technics including EMC-, and NVH-chambers, inhouse developed power electronics, research regarding automated assembling and disassembling for recycle and reuse. 

Scientific Area: Social Science.

EXPR: Work-integrated Learning.

Name of the service: Student learning in higher education (HV).

Main responsible: Kristina Areskoug Josefsson, professor.

Category of the service: Research group.

Target group: Business, Industry, Health care, Education and more.

Scientific refence:

– Areskoug Josefsson, K. and Lunde, G.H. (2024), Learning from coproducing digital courses in sexual health in higher education in Norway, The Learning Organization, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/TLO-11-2022-0143
– Olsson, A. K., & Bernhard, I. (2023). Transforming doctoral education: Exploring industrial PhD collaboration in Sweden. International Journal of Work-Integrated Learning, 24(4), 523-536.
– Bernhard, I., & Olsson, A. K. (2023). One foot in academia and one in work-life–the case of Swedish industrial PhD students. Journal of workplace Learning, 35(6), 506-523.
– Piper, L., Sunnemark, F., Assmo, P. & Dahlqvist, K. (2023) Rethinking WIL for an Academic Discipline: The model of Work Integrated Political Studies (WIPS). Cogent Education. Volume 10, 2023 – Issue 1.
– Gustafsson Nyckel, J., Lander, R., & Thång, P.-O. (2020). Fragmented boundary zones between theory and practice in preschool teacher education in Sweden. Journal of Praxis in Higher Education, 2(20), 87–112.
– Rystedt, H. & Gustafsson, J., (2013). Authenticity and learning in a workplace-based educational programme, i K, Johansson., G, Lassbo. and E, Nehls (eds.), Inside the New University: Prerequisites for a Contemporary Knowledge Production, Oak Park, IL: Bentham eBooks. p. 67-94. ISBN/ISSN: 978-1-60805-727-6.
– Johnsson, A., Eklund, A. L., & Gustafsson Nyckel, J. (2024). Clinical work-integrated learning in times of crises. How the Covid-19 pandemic has affected registered nursing students’ clinical learning. Submittad.

Offer description:

This thematic area focuses on students’ learning and knowledge processes, as well as how higher education can be designed as work-integrated education for work-integrated learning. This area focuses on student learning and how higher education can be adapted to integrate working life. The research explores modern educational models and methods, including how theoretical knowledge can be combined with practical experience. It also includes different pedagogical approaches to promote interaction between theory and practice. The research is focused on understanding and improving learning processes by exploring pedagogical conditions and experiences that support student learning. The focus is on methods and models of higher education, including how learning is organized and promoted with regard to quality and sustainability. By integrating education and working life, research contributes to promoting participation in various areas of activity and to promoting reflection and application of theoretical and practical knowledge before, during and after education. This also includes the transition between education and working life and can be seen in a lifelong learning perspective.

Scientific Area: Social Science.

EXPR: Work-integrated Learning.

Name of the service: Professional learning in working life (HV).

Main responsible: Jan Gustafsson Nyckel – Professor.

Category of the service: Research group.

Target group: All interested in life-long learning.

Scientific refence:

– Scientific reference: Selected publications among others are:
– Eklund, A. Sterner, A., Skyvell Nilsson, M. & Larsman, P. (2024). The impact of transition programs on well-being, experiences of work environment and turnover intention among early career hospital nurses, WORK: A Journal of Prevention, Assessment & Rehabilitation DOI: 10.3233/WOR-230537
– Sterner, A., Eklund, A. & Skyvell Nilsson, M. (2023). Prepared to learn but unprepared for work: A cross sectional survey study exploring the preparedness, challenges, and needs of newly 17
graduated nurses entering a hospital-based transition program, Nurse Education in Practice, 72, 103782.
– Gustafsson, J., & Thång, P-O. (2017). Workplace Learning in Higher Education: Two Examples from a Swedish Context. In Bowen, T. & Drysdale, M. T. B. (Eds.), Work-integrated Learning in the 21st Century: Global Perspectives on the Future, (35-49) (International Perspectives on Education and Society, V32), Bingley, UK: Emerald Publishing Limited., Bingley, UK, Emerald Publishing Limited, ISBN: 978-1-78714-860-4.
– Kolbaek, D., & Lundh Snis, U. (2019) Online learning: In between University studies and Professional work. Nordic Studies in Education, 39(2), Vol. 39, no 2, p. 164-180.

Offer description:

IToday’s society places new demands on professionals’ learning, knowledge and competence in both working life and everyday life. This theme area includes studies of both the individual’s learning and knowledge, as well as learning and knowledge production between and within professions. Society and working life are undergoing rapid changes, which requires professionals to constantly learn and improve their knowledge and skills. This thematic area focuses on learning and professional knowledge, both individually and within professions. We examine how knowledge is formed and used in practice, and how work contributes to learning and knowledge production. We look at two perspectives on learning: adaptation-oriented and development-oriented. In the first, professionals adapt to their work environments, while in the second, they actively create opportunities for development and learning. Both perspectives are important for developing professional knowledge. We also emphasize the importance of collaboration between different professions to solve problems and develop tasks. It requires recognizing and utilizing each other’s resources and competencies, as well as working across the boundaries between professions. Working across professional boundaries means identifying which knowledge is relevant and developing common professional knowledge. Through reflection and clarification of expertise and values, common knowledge and understanding can be built. This is crucial for developing effective interprofessional work.

Scientific Area: Social Science.

EXPR: Work-integrated Learning.

Name of the service: Co-creating communities (HV).

Main responsible: Per Assmo – Professor.

Category of the service: Research group.

Target group: Regional and local communities/cities, NGO’s or other organisations.

Scientific refence:

– Sunnemark, F., Assmo, P., Lundqvist-Westin, W., & Al Saad, T. (2023) exploring barriers and facilitators to knowledge transfer and learning processes through a cross-departmental collaborative project in a municipal organization. The Learning Organization. ISSN: 0969-6474.15 June 2023
– Piper, L., Sunnemark, L., Sunnemark, F., Assmo, P., Gahnström, E. & Dahlqvist, K. (2023) Bridging Theory and Practice through Work- Integrated Learning (WIL): Critical Perspectives on The Conceptualisations of WIL at a University in Sweden. Critical Studies in Education.
– Olsson, A. K., Bernhard, I., Arvemo, T., & Lundh Snis, U. (2021). A conceptual model for university-society research collaboration facilitating societal impact for local innovation. European Journal of Innovation Management, 24(4), 1335-1353.

Offer description:

In this research field, Work Integrated Learning is focused on sustainable co-creative societal development amonig communities, social practices, and actors. In order to tackle today’s and tomorrow’s complex social problems, new forms of learning and knowledge creation that extend across different areas are needed. The community-creating development theme focuses on creating forms of collaboration that promote research that is relevant to society. Through innovative perspectives on learning and knowledge, we can strengthen sustainable and resilient social processes. We emphasize the need for research that challenges power relations and promotes practical change around difficult societal problems.By focusing on collaboration and community building, this theme can be integrated with other areas related to education, learning and work. It may also include the development and integration of theoretical concepts and applied methods to solve real social problems. Examples of themes can be cross-border learning for sustainable development and social methods for inclusive community development.

Scientific Area: Social Science.

EXPR: 

Name of the service: Industrial Work-integrated learning (HV).

Main responsible: Anna-Karin Olsson – Associate Professor.

Category of the service: Research group.

Target group: Business/Industry.

Scientific refence:

– Haj-Bolouri, A. (2022). The Experience of Immersive Virtual Reality: A Phenomenology Inspired Inquiry. Communications of the Association for Information Systems, 52, pp-pp. 16
– Andersén J. (2023) Green resource orchestration: A critical appraisal of the use of resource orchestration in environmental management research, and a research agenda for future study Business Strategy and The Environment.
– Olsson, A.K., Eriksson, K.M. and Carlsson, L. (2024), Management toward Industry 5.0: a coworkership approach on digital transformation for future innovative manufacturing, European Journal of Innovation Management, Vol. ahead-of-print No. ahead-of-print.
– Walter, L. & Styhre, A. (2013) The role of organizational objects in construction projects: the case of the collapse and restoration of the Tjörn Bridge, Construction Management and Economics, 31:12, 1172-1185.

Offer description:

The focus of the thematic area is on requirements, in the form of both qualification requirements and skills, the digital development, increased demands for more sustainable production systems and changing demographic conditions, places on management, learning and organizational change. Society is undergoing extensive structural changes, driven by rapid digital development, the need for more sustainable production methods and changes in demographics. This creates demands on how organizations are formed and create sustainable work environments, as well as the new qualification and competence requirements that these changes entail for leadership, learning, and organizational development. The research examines how digitalization affects organizations’ opportunities for learning and production processes. It also examines how the demands for leadership, learning and organizational change are affected by these changes, as well as the understanding of the global climate transition and its demands for green investments and sustainable work.

Scientific Area: Social Science.

EXPR: Education, general; including training, pedagogy, didactics.

Name of the service: Work-integrated learning (HV).

Main responsible: Ulrika Lundhh Snis, Professor.

Category of the service: Research group.

Target group: Education, Business, Industry.

Scientific refence:

– Ludvig Sunnemark, Fredrik Sunnemark, Karl Dahlquist, Emil Gahnström, Per Assmo & Laurence Piper (2024) Bridging theory and practice through Work-Integrated Learning (WIL): critical perspectives on the conceptualisations of WIL at a university in Sweden, Critical Studies in Education, 65:4, 403-420, DOI: 10.1080/17508487.2023.2294462
– Björck, V., & Willermark, S. (2024). Where is the the ‘WIL’ in Work-integrated Learning Research? Studies in Continuing Education, https://doi.org/10.1080/0158037x.2024.2378718
– Svensson, A., Lundh Snis, U., & Bernhard, I. (2024). Special issue guest editorial: Perspectives on sustainable learning and organizing, part one. Learning Organization, 31(3), 293–298. https://doi.org/10.1108/tlo-04-2024-305
– Eklund, A., & Skyvell Nilsson, M. (2024). Program coordinators’ perspectives on implementing a transition program for newly graduated nurses : a qualitative interview study. Journal of Health Organization & Management, 38(9). https://doi.org/10.1108/jhom-01-2023-0018
– Eriksson, K. M., Carlsson, L., & Olsson, A. K. (2024). Exploring Socially Sustainable, Smart Manufacturing: Building Bridges Over Troubled Waters. Lecture Notes in Mechanical Engineering. https://doi.org/10.1007/978-3-031-38165-2_96

Offer description:

Work-integrated learning (WIL) is continuously and strategically developed for the renewal of scientific knowledge that focuses on the relationship between working life and learning. Based on contemporary and future problems and societal challenges, research is made relevant and that it can make a difference more quickly. Internationally, there are different views on what is and should be the subject of research on work-integrated learning. In the Anglo-Saxon WIL perspective, research is focused on the relationship between student-university-employer and should rather be seen as work-integrated education rather than work-integrated learning. At University West there is an inclusive and unique view of WIL that consists of a mix of the Anglo-Saxon WIL perspective with a focus on student learning, Work-integrated education and the Workplace learning perspective. The definition of WIL is set out as an interdisciplinary postgraduate subject with connections primarily to the social sciences and humanities. The subject is defined by the fact that problems are focused on the relationship between working life and learning. Working life is defined broadly and also includes forms other than traditional paid work. The term learning is understood in a broad sense and includes change and socialization processes linked to knowledge and competence. The WIL research group consists of researchers, doctoral students and students who are part of research and education connected to WIL. The research group is interdisciplinary where researchers with a multidisciplinary background come together, primarily from the social sciences and humanities. The exchange of knowledge and collaboration with other social actors and universities in Sweden and internationally is central. These create conditions for research collaboration and invite transdisciplinary working methods to develop in-depth knowledge of WIL, regionally and globally. The Swedish name for the research group is KAM AIL, while the English name for the research group is CIWIL (Current Issues in Work-Integrated Learning).