Abstract
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 semistructured
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.