Abstract
TeachLivE™, a mixed-reality simulated classroom technology, has been used in initial teacher education programs to provide repeatable experiential learning opportunities for students now for more than a decade and in more than 80 universities worldwide. However, no broad scale investigation has been conducted into how the platform has been used or what research has been generated as a result. The aim of this study is to provide insight into the types of TeachLivE™ research carried out since its inception and to identify trends and potential gaps in this research. Peer-reviewed academic primary research publications—journal articles (23), conference proceedings (12), and thesis dissertations (20)—were reviewed for participants, research methods, analysis, research design, data collection tools, and design approaches. Of the 102 articles identified as relevant, “instructional skills development” and “integration of TeachLivE™ in teacher education” were the most commonly researched topics. Findings indicate that preservice teachers were the most commonly studied group of participants, research methods were predominately qualitative, single-subject experimental research design was employed most often, and the most used data collection tools were surveys and observation. These findings highlight that the range of topics is increasing, with studies on in-service teachers in school-based contexts beginning to emerge as a new area of interest. This systematic review has implications for researchers and the developers of TeachLivE™. It provides valuable insight and recommendations for future studies in this emerging teacher education field, where technology is not simply used “in the classroom” but rather “as the classroom.”
Highlights
Many research studies have been conducted on the use of virtual reality simulations in education contexts in recent times, gaps persist in understanding how virtual learning environments contribute to preservice teacher learning outcomes and how this technology is being applied in initial teacher education programs (Billingsley et al, 2019; MartinGutierrez et al, 2017)
TeachLivETM original projects were mostly focused on experimental design, quantitative and qualitative methods (Bill and Melinda Gates Final Report, 2016; Gates National Research Report, 2014, 2015, 2016)
47 proceedings have been presented in TeachLivETM conferences, and they have been published in conference book as full texts
Summary
Many research studies have been conducted on the use of virtual reality simulations in education contexts in recent times, gaps persist in understanding how virtual learning environments contribute to preservice teacher learning outcomes and how this technology is being applied in initial teacher education programs (Billingsley et al, 2019; MartinGutierrez et al, 2017). The increased integration of mixed-reality simulated classroom technologies, such as TeachLivETM, into initial teacher education programs necessitates, as a matter of urgency, that current research is reviewed, research outcomes synthesized, and potential benefits and limitations are identified (Templier & Paré, 2015). As a broad standalone review of published TeachLivETM literature, it will seek to inform initial teacher education program development, facilitate development of theory, synthesize existing literature, reveal seminal texts in the field, and has the potential to become a milestone paper in the published use of TeachLivETM in education contexts (Paré, 2015). Research into the use of TeachLivETM has focused on a broad range of topics, including how this mixed-reality simulation technology has been integrated into initial teacher education programs. Research suggests that a controlled TeachLivETM experience, directed by university educators, can provide safe, constant, and predictable classroom
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
