Proposal Title
Purposeful Practice with Mixed Reality Simulations
Abstract
Mixed Reality Simulations (MRS) are a cross between the real and virtual worlds that include real people and environments as well as virtual people and environments (Peterson-Ahmad, 2018). Studies include using MRS in training for medical procedures (Cook, Hamstra, Brydges, Zendejas, Szostek, Wang, A. T., ... Hatala, 2013), guiding autonomous vehicles (Selecky, Faigl, & Rollo, 2018), flight training (Covelli, Rolland, Proctor, Kincaid, & Hancock, 2010), and instructing teachers (Dieker, Hynes, Hughes, & Straub, 2014).
Mursion, formerly TeachLivE, is a form of MRS used in the instruction of pre-service teachers to support students with disabilities (Calandra & Puvirajah, 2014; Kauffman & Ireland, 2016). This process creates an authentic experiential learning experience (Heinrich, Habron, Johnson & Goralnik, 2015), thus helping to build a solid foundation before the teacher enters the classroom.
Current studies incorporate the use of Evidence Based Practices (EBP) in their peer mentor training (Banda, Hart, & Lui-Gitz, 2010; Chung, Reavis, & Mosconi, 2007; Krebs, McDaniel, & Neeley, 2010). However, Strasberger and Ferreri (2014) note that future research should look at providing more comprehensive and explicit mentor training. MRS, in the form of Mursion, can offer the opportunity to provide peer mentors with the purposeful practice necessary to support them when working with students with disabilities.
Keywords
Mixed Reality Simulations, Mursion, Peer Mentors, Pre-Service Teachers
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Ennis, Jasmine V., "Purposeful Practice with Mixed Reality Simulations" (2018). Georgia Educational Research Association Conference. 29.
https://digitalcommons.georgiasouthern.edu/gera/2018/2018/29
Purposeful Practice with Mixed Reality Simulations
Mixed Reality Simulations (MRS) are a cross between the real and virtual worlds that include real people and environments as well as virtual people and environments (Peterson-Ahmad, 2018). Studies include using MRS in training for medical procedures (Cook, Hamstra, Brydges, Zendejas, Szostek, Wang, A. T., ... Hatala, 2013), guiding autonomous vehicles (Selecky, Faigl, & Rollo, 2018), flight training (Covelli, Rolland, Proctor, Kincaid, & Hancock, 2010), and instructing teachers (Dieker, Hynes, Hughes, & Straub, 2014).
Mursion, formerly TeachLivE, is a form of MRS used in the instruction of pre-service teachers to support students with disabilities (Calandra & Puvirajah, 2014; Kauffman & Ireland, 2016). This process creates an authentic experiential learning experience (Heinrich, Habron, Johnson & Goralnik, 2015), thus helping to build a solid foundation before the teacher enters the classroom.
Current studies incorporate the use of Evidence Based Practices (EBP) in their peer mentor training (Banda, Hart, & Lui-Gitz, 2010; Chung, Reavis, & Mosconi, 2007; Krebs, McDaniel, & Neeley, 2010). However, Strasberger and Ferreri (2014) note that future research should look at providing more comprehensive and explicit mentor training. MRS, in the form of Mursion, can offer the opportunity to provide peer mentors with the purposeful practice necessary to support them when working with students with disabilities.
