Mixed-Reality Simulations in the Training of Future Educators: A Systematic Literature Review

Zoe Abbie Teel*, University of North Texas
Brady Lund, University of North Texas
Shelby Ware, LeTourneau University
Julie Teel-Borders, LeTourneau University 

https://doi.org/10.9743/JEO.2026.23.1.17

Abstract

Developing foundational teaching and classroom management skills is essential in educator preparation programs (EPPs). Mixed-reality simulations (MRSs) offer preservice teachers a safe space to practice. Platforms like Mursion and TeachLivE provide interactive experiences with virtual avatars that allow teachers to refine their teaching techniques. This study systematically reviews MRS research in teacher preparation using PRISMA. It explores the prevalent tools, methodologies, and trends of MRSs while examining research characteristics, participant demographics, and key findings. Additionally, the review assesses the study designs and reported outcomes of the reviewed publications. Understanding MRS effectiveness can inform programmatic decisions and improve training. This research advances discussions on pedagogical innovations that ensure preservice teachers gain quality experiential learning opportunities.

Keywords: teacher education, mixed-reality, simulations, systematic review, PRISMA, educator prep program

*Corresponding author: abigailteel@gmail.com