Special Issue "The Use of Mixed Reality Simulations in Teacher Education"

A special issue of Social Sciences (ISSN 2076-0760).

Deadline for manuscript submissions: closed (1 September 2023) | Viewed by 1384

Special Issue 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 Education Sciences.

Dr. Maria B. Peterson-Ahmad
Guest Editor

Manuscript Submission Information

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Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1400 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.


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

Published Papers (1 paper)

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Pre-Service Teachers’ Coping and Anxiety within Mixed-Reality Simulations
Soc. Sci. 2023, 12(3), 146; https://doi.org/10.3390/socsci12030146 - 02 Mar 2023
Cited by 1 | Viewed by 965
The purpose of this study was to investigate the impact of time in Mixed-Reality Simulations (MRS) on anxiety levels and coping for pre-service teachers (PSTs). A convergent parallel mixed-methods design was utilized. For each pair of matched observations on both levels for both [...] Read more.
The purpose of this study was to investigate the impact of time in Mixed-Reality Simulations (MRS) on anxiety levels and coping for pre-service teachers (PSTs). A convergent parallel mixed-methods design was utilized. For each pair of matched observations on both levels for both surveys, no statistically significant difference was found. Three finding statements emerged from the qualitative data: (a) participants experienced anxiety surrounding the mixed-reality simulations from many different sources, (b) participants’ anxiety surrounding the mixed-reality simulations manifested itself in a variety of ways, and (c) participants implemented different coping skills to attempt to manage the anxiety they were experiencing surrounding the mixed-reality simulations. A comparison of the quantitative and the qualitative findings revealed two mixed-method findings: (a) pre-service teachers can benefit from experiencing anxiety within a mixed-reality simulation setting and (b) mixed-reality simulations provide pre-service teachers with the opportunity to develop their coping skills. Implications for the potential benefits and impact of time spent within a mixed-reality simulator on pre-service teachers’ anxiety and adaptiveness in coping are addressed. Full article
(This article belongs to the Special Issue The Use of Mixed Reality Simulations in Teacher Education)
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