Comparing the Efficacy of Virtual Simulation to Traditional Classroom Role-Play

Abstract

Emulating realistic school environments and practicing difficult conversations between collaborating teachers are necessary for teacher candidates to prepare for potentially challenging workplace realities. In an effort to determine best practices for doing so in university classroom settings, a study was conducted comparing role-play with mixed-reality simulation in preservice courses. Half of the participants interacted in role-play; the other half interacted with an avatar in a mixed-reality simulation in a case study with a reluctant coteacher. Participants completed pre- and postsurveys aimed at measuring their opinion of the value of having a coteacher and indicate their perception of usefulness and realism of role-play and mixed-reality. Findings indicate that participants found mixed-reality sessions significantly more realistic and a more useful practice tool when compared with role-play participants. These findings demonstrate promise for continued use of mixed-reality simulation and invites conversation about simulation targeting practice of concepts difficult to replicate in university classrooms. Additional significant findings indicate that participants realized greater value of coteaching partners in the simulated environment. Findings are encouraging because coteaching is commonly used to assist with including students with special needs in general education classrooms; preservice programs must effectively teach communication methods to students in preparation for their future careers.

Virtual Reality Job Interview Training in Transition Services: Results of a Single-Arm, Noncontrolled Effectiveness-Implementation Hybrid Trial

“…Fourth, VLEs provide clinician-led (Burke et al, 2018; Strickland et al, 2013) or automated feedback (Smith et al, 2014). Finally, VLEs are more acceptable and preferred by students, compared to role-plays with teachers (Spencer et al, 2019).…”

Maintaining Professional Standards in Early Childhood Teacher Preparation: Evaluating Adaptations to Fieldwork-Based Experiences During COVID-19

“…One of us had experience using mixed reality and a prior institution and the other reached out to see if our students could use the technology to support our fieldwork-based experiences. Mixed reality is an important practice that helps students navigate challenging conversations and scenarios (Spencer et al, 2019 ). Using mixed reality is not only useful during a pandemic, but instead of acting as a supplement, became a major aspect of course learning due to lack of face-to-face experiences.…”

“…Instructors chose scenarios that helped students engage in challenging situations that they might not be able to practice in a traditional field placement. Mixed reality also suspends disbelief (Hughes et al, 2005), making it more effective and engaging than traditional role play (Spencer et al, 2019 ). Mixed reality experiences allow students to interact with avatar children, family members, or other teachers.…”

Authenticity perceptions in virtual environments

“…Although most studies of virtual environments have focused on examining the overall plausibility or presence achieved and the relationship between these constructs, there has been some research on users’ perceptions of the virtual environment’s authenticity, especially in the use of virtual patient simulations in medical education. Most researchers examining authenticity within virtual environments have been concerned with ensuring that the realism of the activity that users are engaged in, the realism of the virtual platform, and the level of interactivity within the platform is adequate for its purported use (Liaw et al , 2019; Shorey et al , 2020; Spencer et al , 2019). To date, most research studies have examined the authenticity of virtual environments using surveys, questionnaires or interviews where users report their perceptions of the level of immersion they experience.…”