The effects of mixed-reality teaching experiences on participants’ perceptions of their classroom management ability are evaluated using a mixed-methods design. Mursion, a technology that enables virtual simulations, is used. Participants include 29 undergraduates pursuing a degree in special education for learners with mild or moderate/severe disabilities enrolled in a university-level course focused on developing skills in managing the learning environment. Participants teach three different scenarios in the Mursion lab over the semester and complete a 21-statement survey using a 5-point Likert-type scale (i.e., strongly agree–strongly disagree) and reflect about their experience into a video camera. Results indicate that some participant perceptions changed over time because of the Mursion experiences and that the academic program being pursued made no difference in the participants’ Mursion experience. Implications for practice with a focus on rural education and limitations of the study are also discussed.

中文翻译：

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职前教师通过混合现实模拟实施课堂管理实践的经验

使用混合方法设计评估混合现实教学经验对参与者对其课堂管理能力的看法的影响。Mursion 是一种实现虚拟模拟的技术。参与者包括 29 名攻读特殊教育学位的本科生，该学位针对轻度或中度/重度残疾的学习者，他们参加了大学级别的课程，重点是培养管理学习环境的技能。参与者在整个学期中在 Mursion 实验室教授三种不同的场景，并使用 5 点李克特型量表（即，非常同意 - 非常不同意）完成 21 条陈述的调查，并将他们的经验反映到摄像机中。结果表明，由于 Mursion 经历，一些参与者的看法随时间发生了变化，并且所追求的学术课程对参与者的 Mursion 体验没有影响。还讨论了以农村教育为重点的实践意义和研究的局限性。