Preservice Teacher Experiences Implementing Classroom Management Practices Through Mixed-Reality Simulations

Abstract

The effects of mixed-reality teaching experiences on participants’ perceptions of their classroom management ability are evaluated using a mixed-methods design. Mursion, a technology that enables virtual simulations, is used. Participants include 29 undergraduates pursuing a degree in special education for learners with mild or moderate/severe disabilities enrolled in a university-level course focused on developing skills in managing the learning environment. Participants teach three different scenarios in the Mursion lab over the semester and complete a 21-statement survey using a 5-point Likert-type scale (i.e., strongly agree–strongly disagree) and reflect about their experience into a video camera. Results indicate that some participant perceptions changed over time because of the Mursion experiences and that the academic program being pursued made no difference in the participants’ Mursion experience. Implications for practice with a focus on rural education and limitations of the study are also discussed.

Analyzing the Impact on Teacher Preparedness as a Result of Using Mursion as a Risk-free Microteaching Experience for Pre-service Teachers

“…Originating from the TLE TeachLivE TM technology developed by Central Florida University, "Mursion is a mixed-reality simulation which provides an environment consisting of both digital and physical components" (Dalinger et al, 2020, p. 2) that allows interaction with avatars to promote realistic, engagement experiences (Hudson et al, 2019). TeachLivE TM , developed by the University of Central Florida, partnered with Mursion, developed in San Francisco, to provide enhanced simulated environments to use for teacher training.…”

Mixed reality simulations for social-emotional learning

“…Two of the most commonly used MRS platforms in education are Mursion and TeachLivE (Hudson et al, 2019). On these platforms, learners interact in real time with racially diverse avatars who might represent school professionals, families, or students in simulated school environments, such as classrooms and school offices.…”

“…Researchers have examined the use of this technology to support teaching skills across general education (Dieker et al, 2014), special education (Dieker et al, 2016), supporting English learners (Regalla et al, 2016), and educational leadership (Storey & Cox, 2015). There is also an ever-growing body of literature supporting its use to prepare teachers for classroom management (e.g., Hudson et al, 2019) and to develop skills for supporting students with disabilities including autism spectrum disorder (Vince Garland, Holden, & Garland, 2016).…”

Embedding Virtual Simulation Into a Course to Teach Parent–Teacher Collaboration Skills

“…The use of this mixed reality virtual simulation environment is emerging in the field of teacher education (Dieker et al, 2014, 2015). Researchers have used it to increase novice special education teachers’ abilities to generalize their implementation of system of least prompts (Vince-Garland et al, 2016) and discrete trial teaching with increased fidelity with their students with autism spectrum disorder (Vince-Garland et al, 2012), improve pre-service teachers’ classroom management practices and self-efficacy (Hudson et al, 2019), and improve in-service teachers’ foundational teaching skills (Dawson & Lignugaris/Kraft, 2017). Furthermore, Driver and Murphy (2018) found the use of virtual simulation within a collaboration course increased special education pre-service teachers’ understanding and implementation of collaborative communication strategies.…”