Can differentiated and personalized mixed-reality simulations transform teacher learning?

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Abstract
Mixed-reality simulations (MRSs) create new opportunities for responsive teacher learning. This experimental study examined, starting from baseline Simulation 0 (Sim0) across three MRSs, the effect of differentiated coaching treatment in Simulation 1 (Sim1), and personalized practice in Simulation 2 (Sim2) on teachers’ provision of high-information feedback to avatar students as measured by the mean of feedback frequency weighted by quality. Motivational-supportive factors of MRS, including teacher perceptions of cognitive load, realism, and task-value were also examined. Participants were teachers at different career points (i.e., preservice: n = 69; early career: n = 66; and in-service: n = 68). Block randomization by grade level taught (elementary and secondary) and assessment of current feedback practices achieved pretreatment equivalence. Quantitative analyses revealed coaching significantly increased teachers’ use of high-information feedback. Teacher-selected personalized practice also impacted feedback. For example, the Sim2 decision to continue where the Sim1 action stopped was significantly related to decreases in clarify and value feedback and increases in pushing student thinking. Overall, differentiated and personalized professional development (PD) through MRS was valued by educators across the career trajectory and led to a complex evolution in teacher practices. However, the effects of the MRS were moderated by teaching experience. Teachers reported the MRS felt realistic and valuable; however, early career teachers’ perceptions were significantly lower than their preservice and in-service peers, especially under the coaching condition. In-service teachers reported greater cognitive load than less experienced teachers. Our discussion explores transforming teacher education across a career trajectory through assessing teaching expertise, differentiating PD, and personalizing practice.
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