The Impact of MR on Preservice Teachers’ Creativity and Performance in Instructive Task Designs

Abstract

This article explores whether there are significant differences in the creativity level of future teachers in teaching design. In virtual reality (VR) and mixed reality (MR) experimental teaching environments, the K-DOCS creative power scale, the flow state scale, and the expert group assessment scale were used to investigate the mediation effect of flow, attention, and meditation on the creativity level. The results indicate that in the MR experimental teaching environment, the three factors have a moderate mediating effect on the creativity level of future teachers (n = 65), and meditation has a certain regulating effect on heart flow (0.175*); In the VR experimental teaching environment (n = 67), only the factor of heart flow has a moderate promotion effect on the creativity level of future teachers (0.822***). The study results indicate that the quality of future teachers’ creative instructional design in the MR environment is higher than that in the VR environment. In addition more MR experimental teaching environments should be provided to cultivate the creativity level of future teachers in teaching design.