Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
4.0
3.0
Journals
Education Sciences
Special Issues
The Use of Mixed Reality Simulations in Teacher Education
share announcement

The Use of Mixed Reality Simulations in Teacher Education

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Teacher Education".

Deadline for manuscript submissions: closed (1 September 2023) | Viewed by 8250

Special Issue Editor

Dr. Maria B. Peterson-Ahmad

E-Mail Website
Guest Editor
College of Professional Education, Texas Woman's University, Denton, TX 76204, USA
Interests: educator recruitment; preparation; retention; partnerships; educator preparation program advocacy; accreditation and assessment; curriculum design
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

To better prepare and equip teachers to remain in the field, intensive and extensive practice and training must be inclusive components of educator preparation programs (EPPs) so that teacher candidates can develop their academic and social-emotional pedagogical skills prior to entering a classroom (Luther and Peterson-Ahmad, 2022). Moreover, given the diversity of students in today’s schools, teacher candidates must also learn how to simultaneously utilize high-impact learning strategies that are both supportive and inclusive. One way that these skills can be fostered is by using mixed reality simulations. Mixed reality simulations can provide opportunities for teacher candidates to engage in and practice classroom strategies and techniques that support research-based pedagogy and can be combined with explicit feedback provided by course instructors and/or peers. Skills developed within a mixed-reality environment prior to working with children in a real classroom can not only improve the delivery of foundational teaching skills, but can also improve sense of self-efficacy and the provision of student feedback; all of which can be transferred into a real classroom setting. This Special Issue aims at disseminating current research that provides knowledge on how mixed reality simulations are used to support teacher candidates in EPPs to better support the individualized needs of students in an inclusive classroom.

You may choose our Joint Special Issue in Social Sciences.

Dr. Maria B. Peterson-Ahmad
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • mixed reality
  • simulation
  • virtual reality
  • augmented reality
  • teacher preparation
  • pre-service teacher
  • teacher candidate
  • educator preparation program

Published Papers (6 papers)

Download All Papers
Order results
Result details
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:

Research

16 pages, 4080 KiB  
Article
Preparing General Education Teachers for Inclusive Settings: Integrating High-Leverage Practices and Mixed-Reality Simulation in Pre-Service Coursework
by Melissa K. Driver, Kate E. Zimmer, Osman Khan, Jasmine V. Sadler and Emily Draper
Educ. Sci. 2024, 14(4), 428; https://doi.org/10.3390/educsci14040428 - 19 Apr 2024
Viewed by 791
Abstract
Students with disabilities are increasingly being educated in general education classrooms. This exploratory study investigates the efficacy of using mixed-reality simulation (MRS) to provide deliberate practice on high-leverage practices (HLPs) for pre-service general education teachers. Results indicate significant shifts in pre-service teacher understanding [...] Read more.
Students with disabilities are increasingly being educated in general education classrooms. This exploratory study investigates the efficacy of using mixed-reality simulation (MRS) to provide deliberate practice on high-leverage practices (HLPs) for pre-service general education teachers. Results indicate significant shifts in pre-service teacher understanding of and perceived readiness to implement HLPs in favor of the mixed-reality treatment group. Examining the influence of this innovative technology on pre-service teacher lesson planning yielded mixed results. Findings hold implications for the preparation of special and general education teachers across all content areas. Full article
(This article belongs to the Special Issue The Use of Mixed Reality Simulations in Teacher Education)
►▼ Show Figures

Figure 1

14 pages, 839 KiB  
Article
Pre-Service Teacher Candidates’ Perceptions of Classroom-Based Mixed-Reality Simulations
by Ie May Freeman and HeeKap Lee
Educ. Sci. 2024, 14(4), 347; https://doi.org/10.3390/educsci14040347 - 26 Mar 2024
Viewed by 626
Abstract
Background: Mixed-reality simulations (MRS) have been available for some time. However, teacher education programs in the United States are now introducing MRS as part of teacher training. Therefore, this study sought to determine teacher candidates’ perceptions of MRS and their possible benefits for [...] Read more.
Background: Mixed-reality simulations (MRS) have been available for some time. However, teacher education programs in the United States are now introducing MRS as part of teacher training. Therefore, this study sought to determine teacher candidates’ perceptions of MRS and their possible benefits for education. Objectives: The purpose of this case study was to determine factors associated with a positive simulation experience, the simulation improvements or concerns, and what the teacher candidates learned from the live session. Methods: A qualitative methodological approach was employed. Feedback results were collected from 57 teacher candidates who participated in the MRS session, which were analyzed using an Excel document to identify the emergent themes. Results and Conclusions: The qualitative data revealed three themes: the real-life experiences were beneficial in acquiring pedagogical skills; the simulation was an effective training resource; and there was a need to improve the technology to ensure more realistic experiences. The simulation enables pre-service teachers to engage, think critically, and apply teaching skills with a small group of students. Conducting only one simulation was not enough to acquire knowledge on best teaching practices. Therefore, there is a need to implement additional MRS scenarios at the university level, so that teacher candidates can practice and feel confident teaching students in a safe environment. Full article
(This article belongs to the Special Issue The Use of Mixed Reality Simulations in Teacher Education)
►▼ Show Figures

Figure 1

10 pages, 200 KiB  
Article
Three Approaches to Using Mixed Reality Simulations for Teacher Preparation and Recruitment of Future Teachers
by Shannon Budin
Educ. Sci. 2024, 14(1), 75; https://doi.org/10.3390/educsci14010075 - 08 Jan 2024
Viewed by 1018
Abstract
Mixed reality simulations have versatility in both the preparation as well as the recruitment of future teachers. We describe three approaches that have led to successful outcomes for general and special education preservice teachers, as well as in the recruitment of future teacher [...] Read more.
Mixed reality simulations have versatility in both the preparation as well as the recruitment of future teachers. We describe three approaches that have led to successful outcomes for general and special education preservice teachers, as well as in the recruitment of future teacher candidates from the high school level. First, we explored the use of TeachLivE™ to enhance special education teacher candidates’ behavior observation skills when conducting functional behavior assessments. Second, we studied the impact of different simulation methods on early childhood candidates’ preparedness to communicate with parents and caregivers about sensitive topics. Finally, we utilized TeachLivE™ as a recruitment tool to engage current high-achieving high school students in the teaching and reflection process as part of their on-campus dual credit program. In all cases, candidates and students valued the simulation experiences, recognizing the opportunity to deliver instruction in supportive environments with immediate feedback, coaching, and practice opportunities. Full article
(This article belongs to the Special Issue The Use of Mixed Reality Simulations in Teacher Education)
17 pages, 844 KiB  
Article
The Past, the Present, and the Future of the Evolution of Mixed Reality in Teacher Education
by Lisa Dieker, Charles Hughes and Michael Hynes
Educ. Sci. 2023, 13(11), 1070; https://doi.org/10.3390/educsci13111070 - 24 Oct 2023
Viewed by 1261
Abstract
The authors in this article provide a historical view (past) on the development of mixed reality (MR) simulation in teacher education as well as a brief history of simulation from other fields along with foundational knowledge on the evolution of simulation. The authors [...] Read more.
The authors in this article provide a historical view (past) on the development of mixed reality (MR) simulation in teacher education as well as a brief history of simulation from other fields along with foundational knowledge on the evolution of simulation. The authors provide a systematic review of the current state (present) of the research in MR for teacher education within the past 5 years aligned with the research question “What are the uses, practices, and outcomes of MR simulation in teacher preparation?”. Three themes were identified, i.e., simulation to this point is designed by teacher educators, feedback matters in impacting outcomes, and practice is safe and reflective for those who prepare teachers in these environments. A summary is provided of these key articles and the findings. The authors conclude the article by sharing the potential evolution (future) of aspects of the model of MR, focusing on the use of AI agents and multi-modal data collection, including biometric signals, providing insights into simulation in teacher education. Full article
(This article belongs to the Special Issue The Use of Mixed Reality Simulations in Teacher Education)
►▼ Show Figures

Figure 1

16 pages, 2796 KiB  
Article
Using a Virtual Avatar Teaching Simulation and an Evidence-Based Teacher Observation Tool: A Synergistic Combination for Teacher Preparation
by Craig Berg, Lisa Dieker and Raymond Scolavino
Educ. Sci. 2023, 13(7), 744; https://doi.org/10.3390/educsci13070744 - 20 Jul 2023
Cited by 1 | Viewed by 2987
Abstract
The authors describe the combination of a mixed-reality simulation program and a teacher observation software tool to gather and analyze both comments and data in a teacher preparation program. Current research on this simulation experience for teachers to practice their craft, called TLE [...] Read more.
The authors describe the combination of a mixed-reality simulation program and a teacher observation software tool to gather and analyze both comments and data in a teacher preparation program. Current research on this simulation experience for teachers to practice their craft, called TLE TeachLivE, is presented, along with the general and specific uses of this mixed-reality simulator. The authors also describe a recently developed teacher observation web-based app called SeeMeTeach that provides a platform for evidence-based teacher observations both within the simulator and in real classroom settings. The authors provide a description of how the pair of tools work in concert to identify strengths and weaknesses of teacher–student discourse, student engagement in lessons, and classroom management. The synergetic use of these tools provides a low-risk opportunity to practice teaching while maximizing data gathering for optimizing feedback and coaching based on evidence. In merging TLE TeachLive and SeeMeTeach, our work examined the following research questions using a mixed-methods research design: (1) How can the teacher observation tool aid teacher educators in identifying and collecting data during a teacher observation regarding key and discrete factors in teacher–student interactions and student engagement when attempting to improve teaching effectiveness? And (2) Does the TLE TeachLivE simulation produce a realism that offers potential for a wide enough variation in the display of teaching skills so that teaching fingerprints emerge? Full article
(This article belongs to the Special Issue The Use of Mixed Reality Simulations in Teacher Education)
►▼ Show Figures

Figure 1

19 pages, 727 KiB  
Article
Impact of Data-Driven Feedback and Coaching on Preservice Teachers’ Questioning Skills for Higher-Order Thinking within a Mixed-Reality Simulation Environment
by Wes J. DeSantis, Marcia A. B. Delcourt, Bruce M. Shore and Jacob C. Greenwood
Educ. Sci. 2023, 13(6), 596; https://doi.org/10.3390/educsci13060596 - 11 Jun 2023
Viewed by 1065
Abstract
In this exploratory study, constructs related to self-efficacy theory were embedded in a treatment to improve the use of higher-order thinking (HOT) questioning skills in candidates enrolled in a teaching-methods course enhanced by mixed-reality simulations (MRS). The problem of designing an effective feedback [...] Read more.
In this exploratory study, constructs related to self-efficacy theory were embedded in a treatment to improve the use of higher-order thinking (HOT) questioning skills in candidates enrolled in a teaching-methods course enhanced by mixed-reality simulations (MRS). The problem of designing an effective feedback and coaching model to improve the delivery of HOT questions in 10 min lessons was addressed. Thirty undergraduates were asked to incorporate HOT questions into each of the three lessons presented during a 15-week semester. Treatment candidates received individual data-driven feedback and coaching that included tailored guidance provided at regular intervals throughout the term. Quantitative analyses indicated that there was no significant difference in self-efficacy between conditions and that treatment group members posed significantly more HOT questions in their lessons (effect size = 1.26) than their non-treatment peers. An optimal ratio of two knowledge/comprehension to one HOT question in a 10 min period was proposed and three criteria for high-quality HOT questions are presented. Interviews revealed that those who participated in the treatment were more likely to recognize improvements in their self-efficacy, lesson planning, and performance than comparison group members. Data-driven feedback and coaching also provided candidates with opportunities for reflection. Full article
(This article belongs to the Special Issue The Use of Mixed Reality Simulations in Teacher Education)
►▼ Show Figures

Figure 1

Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying articles 1-6
Back to TopTop