Jennifer Pett, Sara Hooks, Scot McNary
Abstract
This article highlights the feasibility and efficacy of using simulated experiences with preservice teachers and in-service teachers across instructional modalities with a specific focus on developing skills to provide differentiated feedback to young children. Research questions sought to examine differences among participants who engaged in simulations compared to those who observed their peers and compared performance based on instructional modality (in person versus over Zoom). The study employed a quasi-experimental pre- post-design using quantitative measures from selected rows of a well-known performance assessment. Results indicated statistically significant growth for all participants, regardless of instructional modality or being a participant or observer of the simulated experience. Findings provided additional support for using simulated experiences for rehearsals of core teaching practices, such as delivering feedback to learners. Implications for practice and future research are discussed.
Recommended Citation
Pett, J., Hooks, S., & McNary, S. (2026). Comparative effects of participation and observation in mixed reality simulations on preservice teachers’ and in-service teachers’ ability to deliver meaningful feedback. Midwest Journal of Education, 3(1). https://doi.org/10.69670/mje.3.1.7
DOI
Corresponding Author
Jennifer Pett, Teaching Professor, Towson University, 8000 York Road, Towson, MD 21252
Email: [email protected]