We present results from a series of studies investigating the use of mixed reality simulation in teacher preparation. Preservice general and special education teachers engaged in simulated environments to learn High Leverage Practices. There were significant differences in preservice teacher beliefs, knowledge, and skills as a result of the simulated environment. Implications for use in online programs is discussed.
There is a critical shortage of highly effective teachers equipped to substantially improve the outcomes of students with disabilities (SWD). A series of research studies within multiple education courses provided preservice teachers the opportunity to learn high leverage practices (HLPs) through a state of the art mixed reality simulation (MRS) laboratory platform operating system. HLPs are practices that are used frequently in effective classrooms and are associated with an improvement in student outcomes (Grossman, Hammerness, & McDonald, 2009).
Novice candidates need deliberate practice (i.e., strategically sequenced and calibrated opportunities) along with expert feedback to develop effective classroom practice (Leko et al., 2015). MRS is a promising approach for teacher preparation programs (Allday et al., 2012; Conroy, Snyder, Al-Hendawi, & Vo, 2009). MRS allows individuals (e.g., preservice teachers) to learn and master new skills in an environment that does not put others (e.g., students) at risk (Dieker et al., 2014). A series of three experimental and mixed-methods studies investigated the efficacy of using MRS to provide purposeful practice for preservice teachers learning critical HLPs to working with SWD.
The first study used a randomized control trial design to investigate how preservice general education teachers implemented aspects of explicit instruction and provided specific praise during instruction. The second and third studies occurred simultaneously with a cohort of preservice special education teachers pursing initial certification. The second study focused on teaching candidates to effectively communicate and collaborate with common stakeholders in special education (i.e., co-teacher, parent, paraprofessional) using the adult avatar. The third study measured candidates’ ability to collect observational data on student behavior using the MRS classroom environment, and use this data to develop a behavior intervention plan. Both the second and third studies followed an embedded mixed-methods design in order to collect quantitative and qualitative data concurrently to better understand characteristics of participants that might affect outcomes, understand barriers and facilitators to the implementation of the intervention, and validate intervention outcomes with context and perspectives (Klingner & Boardman, 2011).
Results from each study indicate significant and positive findings in favor of using MRS to provide purposeful practice as preservice general and special education teachers learn HLPs (Explicit Instruction MRS, F(1,4) = 624.913, p < 0.001, 
= 0.98; Collaboration MRS, t(6) = -2.703, p = 0.035, Cohen’s d = 0.88; MRS Behavior MRS, t(6) = -8.789, p < 0.001, Cohen’s d = 1.56. Findings also highlight the role of instructor feedback as a critical component in implementing MRS to teach HLPs. Participants will engage in a critical analysis of the benefits and drawbacks of incorporating simulations into their teacher preparation coursework.
Audience participants will:
- Gain knowledge on the various ways to use MRS to provide meaningful instruction on and purposeful practice with HLPs.
- Learn about the result of a series of research projects investigating the effects of the simulation classroom and adult avatar on preservice teacher outcomes.
- Discuss the feasibility and utility of mixed reality simulation as an instructional tool within online coursework.