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ERIC Number: EJ1320836
Record Type: Journal
Publication Date: 2021-Oct
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1059-7069
EISSN: N/A
Using Mixed Reality Simulation and Roleplay to Develop Preservice Teachers' Metacognitive Awareness
Luke, Sara E.; Ford, Deana; Vaughn, Michelle; Fulchini-Scruggs, Angelica
Journal of Technology and Teacher Education, v29 n3 p389-413 Oct 2021
Scholars have advocated for practice-based experiences, including high-leverage practices and metacognition, to be incorporated within preservice teacher programs, as they have the most pervasive impact on students' learning. One way in which teacher preparation programs have incorporated practice-based experiences is through the use of simulations, including mixed reality simulations and roleplay. The purpose of this mixed methods study was to investigate the influence that mixed reality simulations and roleplay had on 14 preservice teachers' metacognitive awareness. Two groups of preservice teachers engaged in both mixed reality simulations and roleplay within the context of parent-teacher conferences. Quantitative data were obtained across three administrations of the Metacognitive Awareness Inventory for Teachers. The participants provided qualitative data by completing written reflections on four occasions. Separate analyses of quantitative and qualitative data were merged and compared. The results revealed that the mixed reality simulations and roleplay experiences significantly improved preservice teachers' metacognitive awareness. Furthermore, there were interesting differences between the perceptions of the preservice teachers regarding the difficulty and complexity of the mixed reality simulations and roleplay experiences.
Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: http://www.aace.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A