Preservice special education teachers’ perceptions of mixed-reality simulation experiences

Increasing Preservice Teachers’ Knowledge and Skills Using a Mixed-Reality Simulator: The Tale of Two Studies

“…Both groups of participants indicated their experience was beneficial for them, useful, and relevant to their program of study (see Table 2). These findings align with participants’ experiences in previous MRS research (McKown et al, 2022) where participants viewed MRS as relevant to their program of study and beneficial in improving self-efficacy in their teaching ability.…”

“…Overall, results were positive, indicating participants increased their perceptions of their knowledge and confidence and improved their actual knowledge or application of skills. The findings extend previous MRS work by focusing on two skills related to data collection and data sharing (Accardo & Xin, 2017;Krach & Hanline, 2018;McKown et al, 2022).…”

Special Education Teachers’ Preservice Experiences With Mixed-Reality Simulation: A Systematic Review

“…In turn, incorporating MRS in teacher preparation programs provides PSTs with the opportunity to gain confidence through mastery-developing experiences that they find valuable. For example, PSTs who participated in the simulator reported feeling more confident integrating skills after their experience than PSTs who practiced in the classroom (McKown et al, 2021). PSTs participating in MRS consistently rated their learning experiences as positive and beneficial (Domingo & Bradley, 2018; Hudson et al, 2019).…”

“…MRS is an innovative technology for teacher educators to provide PSTs with opportunities to practice skills and develop expertise (Driver & Zimmer, 2022). Despite the increased use of MRS to provide PSTs practice-based opportunities (e.g., Domingo & Bradley, 2018; Hudson et al, 2019; McKown et al, 2021) and prior systematic reviews on MRS (Ersozlu et al, 2021), there has not been a synthesis of MRS research within the context of special education teacher preparation. Thus, there is a need to synthesize the relevant literature to inform practitioners and researchers on current MRS practices situated in the context of special education teacher preparation.…”

Using Mixed-Reality Simulation in Teacher Preparation in Reading

“…Gains were achieved in two to four brief sessions during a semester. Participants have found the simulator teaching experience more realistic and useful for their future practice than the commonly used method of teaching to a peer or course instructor in the college classroom (McKown et al, 2021; Spencer et al, 2019). When preservice teachers are asked to role-play teaching to a peer, it is difficult for them to “buy in” to the experience because they recognize their peer is not an actual student (Drucquer & Cavendish, 2007).…”