Increasing self-efficacy through immersive simulations: Leading professional learning communities

Abstract

Research suggests effective immersive simulations that rely on augmented reality enhance teachers' self-efficacy and skills (Badiee & Kauffman, 2015). However, there is a gap in the literature as studies have largely ignored their uses in educational leadership programs (Bradley & Kendall, 2015). This study investigated the relationship between application of critical skills within an immersive simulation environment and 26 school or district leaders' perceptions of self-efficacy in leading a professional learning community (PLC). Two overarching themes materialized from participants: improved general confidence in leading a PLC, and a sense of refined or expanded skills in the context of new approaches to leading PLC. Further studies are needed on the use of immersive simulation as a pedagogical tool and to examine impact for educational leadership practitioners.

Effects of an Augmented Reality Library Orientation on Anxiety and Self-Efficacy: An Exploratory Study

“…Graduate students practiced leading professional learning communities with the use of an immersive classroom simulation and reported an increase in self-efficacy ratings, as measured by feelings of confidence doing certain tasks, following the simulation. 16 The researchers found that two forms of immersive learning had similar effects: mastery experiences and vicarious learning. Participants who were actively practicing in the immersive environment reported increased self-efficacy as well as participants who watched the immersion passively.…”

Remaining Semper Paratus: Augmented Reality in the Coast Guard

“…Scenarios were realistic reflections of professional meetings and differed based on random selection of avatar behavior and then in accordance with participant responses to avatar behavior. The quantitative and qualitative data collected from the study showed a statistically significant increase in participant confidence and comfort in assessing group dynamics and decision making and in handling difficult situations (Gilbert et al., ).…”

“…Research has shown that when they are removed from the cognitive load of having to actively work through a task, students can more easily process lessons learned from a scenario by observing (Hoover, Giambatista, & Belkin, ). In addition, group discussion of the scenario “often deconstructed the status quo, encouraged collaborative construction [on] more effective approaches, and increased participants’ willingness to try these new approaches” (Gilbert et al., , p. 166). Overall, by expanding practice opportunities, improving efficiency of practice, and creating opportunities to observe others, AR learning scenarios are more effective than limited live practicum sessions (Badiee & Kaufman, ).…”

“…Numerous studies have highlighted the advantages of incorporating AR into training—namely, increased achievement and motivation as well as the support of cognitive processing and transfer. AR technology has been extensively documented to improve student achievement better than traditional methods (Akçayir, Akçayir, Pektaş, & Ocak, ; Gavish et al., ; Gilbert et al., ; Ozdemir, Sahin, Arcagok, & Demir, ; Yip et al., ). As Dunleavy, Dede, and Mitchell () state,

[AR's] most significant affordance is the unique ability to create immersive hybrid learning environments that combine digital and physical objects, thereby facilitating the development of process skills such as critical thinking, problem solving, and communicating utilized through interdependent collaborative exercises.

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“…As an example, consider a study by Gilbert, Voelkel, and Johnson () that focused on a group of school administrators enrolled in an educational‐leadership graduate program. A critical responsibility for these emerging leaders is to manage the communities of teachers within their schools, with the goals of aligning efforts, raising student achievement, and developing teacher skills.…”