Understanding pre-service teachers' experiences of a mixed reality simulation environment: An analysis of pre-service teachers’ perspectives on communicating with a simulated parent avatar

Abstract

The integration of simulation platforms in the Initial Teacher Education (ITE) programs enables pre-service teachers (PSTs) to experience a range of teaching scenarios that they might not otherwise encounter in real-world practicum contexts. Understanding PSTs’ perspectives of their experiences of these new learning spaces is critical in determining the role played by simulation platforms in the preparation for placements, their specific affordances for learning and how these platforms can be effectively integrated to support PSTs’ practices. This paper reports on a pilot study of PSTs’ participation in a simulated parent conference session with a parent avatar in SIMLabTM, a mixed reality simulation environment. SIMLabTM allows the facilitation of synchronous responses by a human interactor playing a virtual reality avatar to enhance the authenticity of the experience for PSTs. Based on data drawn from a cross- sectional survey design, the paper provides an analysis of PSTs’ perspectives on six possible affordances of SIMLabTM and describes emergent themes gleaned from PSTs’ comments on their learning experiences within and in relation to SIMLabTM. The findings inform the design and implementation of the simulation experience in ITE programs.