Pre-Service Teachers’ Coping and Anxiety within Mixed-Reality Simulations

Abstract

The purpose of this study was to investigate the impact of time in Mixed-Reality Simulations (MRS) on anxiety levels and coping for pre-service teachers (PSTs). A convergent parallel mixed-methods design was utilized. For each pair of matched observations on both levels for both surveys, no statistically significant difference was found. Three finding statements emerged from the qualitative data: (a) participants experienced anxiety surrounding the mixed-reality simulations from many different sources, (b) participants’ anxiety surrounding the mixed-reality simulations manifested itself in a variety of ways, and (c) participants implemented different coping skills to attempt to manage the anxiety they were experiencing surrounding the mixed-reality simulations. A comparison of the quantitative and the qualitative findings revealed two mixed-method findings: (a) pre-service teachers can benefit from experiencing anxiety within a mixed-reality simulation setting and (b) mixed-reality simulations provide pre-service teachers with the opportunity to develop their coping skills. Implications for the potential benefits and impact of time spent within a mixed-reality simulator on pre-service teachers’ anxiety and adaptiveness in coping are addressed.

Using Mixed Reality to Support Inclusive Teaching Strategies in General and Special Education Preparation Programs

“…Five Mursion sessions were scheduled across the duration of one semester, where the co-teaching partnership planned together and taught the same science vocabulary lesson, starting at the beginning of the lesson each session. Prior to the first Mursion co-teaching session though, participants had a 'meet and greet' session with the avatars to familiarize themselves with the environment, gain a better understanding of each student, initiate classroom community, and relieve feelings of anxiety in using a mixed-reality classroom for the first time (Anton et al 2023). A small group of five, diverse avatars typifying middle-school-aged students with diverse learning abilities was used across all Mursion sessions (Figure 1).…”

Impact of Data-Driven Feedback and Coaching on Preservice Teachers’ Questioning Skills for Higher-Order Thinking within a Mixed-Reality Simulation Environment

“…Empirical studies in virtual environments for preservice teacher education are gaining recognition [25][26][27][28][29][30][31] Combining this innovative technology with best practices in teaching will add to our knowledge about effective strategies for educating preservice teachers.…”