Mixed-Reality Simulation With Preservice Teacher Candidates: A Conceptual Replication

Abstract

Given the critical importance of discrete instructional practices in special education, teacher candidates must be prepared to implement them upon entering the classroom. In preservice teacher education programs, field placements and clinical experiences rarely provide enough opportunities for preservice teachers to gain the proficiency needed to provide effective instruction. In this study, a randomized control research design was used to investigate the effects of a mixed-reality simulation experience compared with traditional classroom practice in the implementation of a system of least prompts. Results suggest that mixed-reality simulation with additional coaching supports significantly improved preservice teachers’ implementation of the prompting sequence. Social validity data collected offer insights into the use of mixed-reality simulation in practice with preservice teachers. Limitations and suggestions for future work are discussed.

The perceived affordances of simulation-based learning: online student teachers’ perspectives

“…This would also possibly reduce the nervousness that may be associated with being observed by peers, educators and researchers. Walters et al, ( 2021 ) who conducted a pretest-posttest control group study also found that students who practised in the simulation were more nervous before the session in comparison to traditional role-plays. However, the students showed less worry over subsequent sessions (Bautista & Boone, 2015 ; Walters et al, 2021 ) given the benefits of repeated practice.…”

“…Walters et al, ( 2021 ) who conducted a pretest-posttest control group study also found that students who practised in the simulation were more nervous before the session in comparison to traditional role-plays. However, the students showed less worry over subsequent sessions (Bautista & Boone, 2015 ; Walters et al, 2021 ) given the benefits of repeated practice. While having additional practice sessions would be beneficial, one major barrier to the integration of SBL in teacher education is the high cost of the simulation including the cost of the interactor.…”

“…Previous research shows the efficacy of simulations over traditional role-play methods. For instance, in a randomised control study comparing typical practice with simulation training, Walters et al, ( 2021 ) found that students who practised in the simulation viewed it as a strong means for professional practice, compared to traditional live practice.…”

“…Still, little is known about the perceived affordances of SBL, particularly from the perspectives of online student teachers. Furthermore, given the growing number of online teacher education programmes globally (Dyment & Downing, 2020 ) and the impact of Covid-19 on the practicum (Bondie et al, 2021 ; Walters et al, 2021 ), more research on online students’ perspectives of SBL is warranted. Previous studies call for future research to explore how online or distance students might benefit from SBL (Hudson et al, 2018 ; Spencer et al, 2019 ).…”

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

“…Previous studies using the MRS with PSTs have suggested that future studies investigate the length and frequency of experiences needed for participants to produce desired results (Driver et al, 2018; Ely et al, 2018). Our work builds on Walters et al (2021) who conducted a conceptual replication of Vince Garland et al (2016). In the Vince Garland et al (2016) study, participants completed at least 10 simulations on the system of least prompts, whereas the participants Walters et al (2021) only completed two simulations.…”