Comparing the Efficacy of Virtual Simulation to Traditional Classroom Role-Play

Abstract

Emulating realistic school environments and practicing difficult conversations between collaborating teachers are necessary for teacher candidates to prepare for potentially challenging workplace realities. In an effort to determine best practices for doing so in university classroom settings, a study was conducted comparing role-play with mixed-reality simulation in preservice courses. Half of the participants interacted in role-play; the other half interacted with an avatar in a mixed-reality simulation in a case study with a reluctant coteacher. Participants completed pre- and postsurveys aimed at measuring their opinion of the value of having a coteacher and indicate their perception of usefulness and realism of role-play and mixed-reality. Findings indicate that participants found mixed-reality sessions significantly more realistic and a more useful practice tool when compared with role-play participants. These findings demonstrate promise for continued use of mixed-reality simulation and invites conversation about simulation targeting practice of concepts difficult to replicate in university classrooms. Additional significant findings indicate that participants realized greater value of coteaching partners in the simulated environment. Findings are encouraging because coteaching is commonly used to assist with including students with special needs in general education classrooms; preservice programs must effectively teach communication methods to students in preparation for their future careers.