Abstract
Mixed-reality simulation is a technology-based tool used to augment preservice teacher education in special education; as such, researchers have conducted several studies to assess mixed-reality simulation for its effectiveness and efficacy. Though these researchers have concluded that mixed-reality simulation can be an effective tool, there is limited information regarding a synthesis of the study characteristics (e.g., participants’ demographic information, amount of time, skills taught using simulation, and participants’ perceptions). Understanding these components is critical to the continued success and growth of using mixed-reality simulation in special education coursework. We identified and synthesized eight mixed-reality simulation studies with a total of 256 participants from 2005 to 2021. Together, the eight studies suggest that mixed-reality simulation is a valuable practice-based experience for preservice special educators. Implications for practice and future research are discussed.
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