  In this paper, a taxonomy for VR/AR in education is presented that can help
differentiate and categorise education experiences and provide indication as to
why some applications of fail whereas others succeed. Examples will be
presented to illustrate the taxonomy, including its use in developing and
planning two current VR projects in our laboratory. The first project is a VR
application for the training of Chemical Engineering students (and potentially
industrial operators) on the use of a physical pilot plant facility. The second
project involves the use of VR cinematography for enacting ethics scenarios
(and thus ethical awareness and development) pertinent to engineering work
situations.
