Implementing Mixed Reality Simulations in a Teacher Training Program
Location
Boston 2&3
Session Format
Presentation
Abstract
The purpose of this project was to enhance the teacher preparation programs for pre-service teachers in PreK-12 settings through the use of the mixed reality (MR) platform, Mursion. Students enrolled in one of four pre-service teacher education courses were invited to participate in a study using MR parent meetings and small group instruction simulations. Student participants completed a self-efficacy pre-test prior to receiving course content and engaging in a MR simulation. Afterwards students completed a self- and peer-evaluation, and were evaluated by their instructor. This process repeated for two MR simulations before participants completed a self-efficacy post-test. Finally, a focus group was conducted with a small number of participants on student perspectives of the MR simulation. Results indicate that MR simulations resulted in participants’ self-identification of areas for improvement, increased opportunities for practical experience, and was a low-risk way to practice before working with real children and parents. Implications for this work include providing students with more practice opportunities to gain experience, instructors can use these results to guide their implementation of MR in their own coursework, and teacher education programs may consider implementing MR simulations as a way to offer students’ earlier and more practice opportunities.
Keywords
Mixed reality simulations, pre-service teachers, self-efficacy
Professional Bio
Erin Hamel is an assistant professor and researcher examining the needs and well-being of early childhood teachers as a means to improve early care and education for young children. She teaches courses in human development and early childhood developmentally appropriate practices. Her recent work is focused on retention of early childhood teachers through improved working conditions.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Hamel, Erin and Viel-Ruma, Kim A., "Implementing Mixed Reality Simulations in a Teacher Training Program" (2024). Georgia Educational Research Association Conference. 31.
https://digitalcommons.georgiasouthern.edu/gera/2024/2024/31
Implementing Mixed Reality Simulations in a Teacher Training Program
Boston 2&3
The purpose of this project was to enhance the teacher preparation programs for pre-service teachers in PreK-12 settings through the use of the mixed reality (MR) platform, Mursion. Students enrolled in one of four pre-service teacher education courses were invited to participate in a study using MR parent meetings and small group instruction simulations. Student participants completed a self-efficacy pre-test prior to receiving course content and engaging in a MR simulation. Afterwards students completed a self- and peer-evaluation, and were evaluated by their instructor. This process repeated for two MR simulations before participants completed a self-efficacy post-test. Finally, a focus group was conducted with a small number of participants on student perspectives of the MR simulation. Results indicate that MR simulations resulted in participants’ self-identification of areas for improvement, increased opportunities for practical experience, and was a low-risk way to practice before working with real children and parents. Implications for this work include providing students with more practice opportunities to gain experience, instructors can use these results to guide their implementation of MR in their own coursework, and teacher education programs may consider implementing MR simulations as a way to offer students’ earlier and more practice opportunities.
