Maintaining fidelity in mixed reality simulation: Insights from simulation specialists at a South African university
South African Journal of Childhood Education
| Field | Value | |
| Title | Maintaining fidelity in mixed reality simulation: Insights from simulation specialists at a South African university | |
| Creator | Mello, Pumzile van der Merwe, Dean | |
| Description | 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. | |
| Publisher | AOSIS | |
| Date | 2026-01-21 | |
| Identifier | 10.4102/sajce.v16i1.1816 | |
| Source | South African Journal of Childhood Education; Vol 16, No 1 (2026); 11 pages 2223-7682 2223-7674 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://sajce.co.za/index.php/sajce/article/view/1816/3651
https://sajce.co.za/index.php/sajce/article/view/1816/3652
https://sajce.co.za/index.php/sajce/article/view/1816/3653
https://sajce.co.za/index.php/sajce/article/view/1816/3654
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