Improving preservice teachers’ use of instructional practices using mixed reality simulations: A mixed methods study

Abstract

The purpose of this research project was to investigate the influence of rehearsing five instructional practices in a mixed reality simulation environment. A convergent mixed methods approach was employed with 16 nontraditional preservice teachers enrolled in an 8–week undergraduate special education methods course. Data were collected over eight weeks using audio recordings, an instructional practice rubric, and focus groups. Quantitative data were analyzed and revealed significant improvement in the instructional practices of creating student learning objectives, providing differentiated practice opportunities, and progress monitoring during a lesson. Qualitative analysis indicated that preservice teachers developed a deeper understanding of all five instructional practices. Implications suggest mixed reality simulation is a feasible and effective tool for providing challenging, realistic practice opportunities to preservice teachers.