Abstract
Mixed reality simulations (MRS) have been available for some time. However, teacher education programs in the United States are now introducing MRS as part of teacher training. Therefore, this study sought to determine teacher candidates’ perceptions of MRS and its possible benefits for education. The purpose of this case study is to determine factors associated with a positive simulation experience, the simulation improvements or concerns and what the teacher candidates learned from the live session. A qualitative methodological approach was employed. Feedback results were collected from 57 teacher candidates, who participated in the MRS session, which were analyzed using an Excel document to identify the emergent themes. The qualitative data reveal three themes: the real-life experiences were beneficial in acquiring pedagogical skills; the simulation was an effective training resource; and there was a need to improve the technology to ensure more realistic experiences. The simulation enables pre-service teachers to engage, critically think and apply teaching skills with a small group of students. Conducting only one simulation was not enough to acquire knowledge on best teaching practices. Therefore, there is a need to implement additional MRS scenarios at the university level, so that teacher candidates can practice and feel confident teaching students in a safe environment.
Presenters
Ie May FreemanAssociate Professor, Teacher Education, Azusa Pacific University, California, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
2024 Special Focus—People, Education, and Technology for a Sustainable Future
KEYWORDS
Mixed reality simulation Pre-service teacher candidates Teacher Training Technology
