Dr. John L Pecore

Virtual reality (VR) is an evolving emergent technology that recently gained growing interest and has gradually been utilized into teaching and learning processes for educational purposes. VR has great potential to enhance student engagement and learning in a more interactive and authentic manner. However, mass adoption for the teaching-learning process has not yet occurred and integrating VR technology into higher education classrooms is still at an infant stage. Moreover, research on providing a comprehensive guide for designing a high-quality engaging learning environment integrating VR, specifically in an online learning environment, is scant. This presentation will share how VR technology was integrated into a higher education online course to provide students with the opportunity to design and develop a VR learning experience addressing a specific learning outcome that was also assessed within the VR environment.

Background: Adequately preparing teachers for the demands of the classroom requires a clinical, skill based approached (Walkoe & Levin, 2018) with experiential deliberate practice (Pecore et. al., 2022). Obstacles to providing a clinical, skill-based approach, which include limited instructional activities, pedagogies, and repeated practice (Peercy & Troyan, 2017), can be addressed using mixed reality simulations that are skill based (Klassen et al., 2021). More importantly, focused formative feedback on direct skill development can be impactful in a focused mixed reality simulation experience. McDonald et al. (2014) and Davis et al. (2017) showed the benefits of practice opportunities that include feedback on skill development Additionally, feedback providing direction on skill improvement and appraising learners of progress (Kluger & DeNisi, 1996; Brookhart, 2017) advances growth (Natriello, 1987; Crooks, 1988; Black & Wiliam, 1998). The framework for investigating this study on characteristics of feedback relied mainly on Hattie and Timperley’s (2007) feedback categories of task, process, self-regulation, and self. Other feedback models to inform this study include Van den Bergh et al (2014) five categories of feedback, Brookhart’s (2017) description of feedback as comments, and Page et. al’s (2020) 10 elements of feedback. The research question guiding this work asked what characteristics of written feedback are helpful with skill development?
Methods: Using a naturalistic inquiry approach, this study examined written feedback provided to 20 preservice elementary education majors that volunteered to participate in a mixed reality simulation experience During the three-week experience, each participant practiced the skill of questioning by facilitating a class discussion on the water cycle with five avatars. Each participate completed three cycles of mixed reality simulations receiving mentor feedback throughout the process. Data collection consisted of mentor written feedback, participant iterative questioning, and mentor interview. Data analysis entailed an initial coding of written feedback as task oriented, process oriented, self-regulation, and self. Subcategories were identified from the works of Van den Bergh et al (2014), and Page et. al. (2020) and Chan & Luo (2021). These were then organized to further define the initial four categories. Overlaps were collapsed into a single subcategory where appropriate.
Preliminary Findings and Conclusions: Preliminary findings revealed that initial mentor feedback related primarily to task oriented feedback (i.e. “most of your questions were lower level meaning they had one correct response determined in advance”). As participants progressed through subsequent mixed reality simulations, mentor feedback became more process focused (i.e. “make sure you are asking students to explain their thinking and respond to other students.”) Self related feedback, encouragement from the mentor, consistently served to start all written feedback (i.e. “great job for your first lesson. I know it can be intimidating and awkward, but you did push through.”) Mentor feedback was determined to be a main factor in over 80% of the participants improving in questioning skill. This study provides insight into the characteristics of feedback that assist with advancing skill development growth of preservice teachers during a focused mixed reality simulation experience.

• Effective questioning and discussion are fundamental yet challenging instructional skills.
• Project utilized asynchronous online learning (CanvasTM modules) on questioning and discussion skills, and experiential learning and deliberate practice with online, virtual mixed-reality simulations (MursionTM platform).
• Teacher candidates engaged in focused learning and implementation of questioning and discussion techniques that aided their development and practice.
• Data demonstrate that engagement in the asynchronous learning modules with opportunities for experiential deliberate practice in MursionTM simulations positively impacted participants ability to ask questions and facilitate discussions.

Teacher preparation programs need to consider innovative ways, which are researchbased, to support pre-service and novice teachers as they acquire content pedagogy and develop
teaching efficacy during field experiences. This need and call for action is a high priority due to the impact of COVID-19, the persistent teacher shortage, and its negative impact on
K-12 students’ learning process and outcomes. The authors propose a subject-area focused coaching model to assist developing teachers and provide ongoing, immediate, and specific feedback about pedagogical and instructional practices. After an extensive review of the literature, a model was developed to include three phases: early field experiences, Subject-Focused coaching, and mentoring support for pre-service and novice teachers.