Resumo

MELLO, Pumzile  e  VAN DER MERWE, Dean. Maintaining fidelity in mixed reality simulation: Insights from simulation specialists at a South African university. SAJCE [online]. 2026, vol.16, n.1, pp.1-11. ISSN 2223-7682.  https://doi.org/10.4102/sajce.v16i1.1816.

BACKGROUND: Preservice teacher education faces a persistent theory-practice divide, particularly in programmes where coursework and work-integrated learning are treated as separate components. Mixed reality simulation (MRS) offers a promising supplement to practice learning, providing preservice teachers with realistic, low-risk practice learning opportunities. Central to the success of MRS are simulation specialists, who control avatars to create authentic classroom interactions. Yet, little is known about their experiences in maintaining fidelity during simulations AIM: This study explored simulation specialists' experiences of maintaining fidelity in a mixed reality simulation intervention in preservice teacher education SETTING: The research was conducted in the Department of Childhood Education at a South African university within an ongoing MRS project METHODS: A qualitative, interpretive design was followed. Data were generated through semi-structured focus group interviews with 10 simulation specialists across three academic years (2023-2025). Inductive thematic analysis was used to analyse the data RESULTS: Four themes emerged: (1) conveying authentic emotions and complex classroom dynamics was constrained by simulation technology; (2) specialists sometimes prioritised supporting preservice teachers over fidelity; (3) cultural contextualisation enhanced fidelity but required significant preparation; and (4) confidence in role performance improved over time, strengthening fidelity CONCLUSION: Maintaining fidelity in MRS requires balancing technical, pedagogical, and cultural factors while resisting the urge to guide preservice teachers. Training and ongoing support are essential for specialists to maintain fidelity in simulations CONTRIBUTION: The study provides novel insights into the under-researched role of simulation specialists in MRS, highlighting the skills, challenges, and cultural adaptations required to maintain fidelity in simulations

Palavras-chave : mixed reality simulation; fidelity; simulation specialist; preservice teacher education; practice learning.

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