Equitable Opportunities to Respond: A Mixed-Reality Simulation Design Case

Abstract

Mixed-reality simulations (MRS) are utilized in teacher preparation programs worldwide. While much of the literature concentrates on the effectiveness of interventions designed to train teachers, this design case outlines the various decisions involved in developing the intervention, including the selection of mixed-reality technology, employing Backward Design, adapting Cao’s (2022) teacher response moves, and formulating the avatars’ responses. This case compares these decisions to best practices found in the literature and discusses how budget and time constraints influenced these choices. Finally, this design case contextualizes these decisions within frameworks that will enhance future iterations of MRS learning experiences, such as Backward Design to streamline the design process; Interaction Principles for Digital Puppetry to contextualize the learning experience; Universal Design for Learning to ensure that the simulation accommodates all learners; and Design Justice to help us avoid the perpetuation of harm.