A Systematic Review of Literature on the Use of Extended Reality in Preservice Teacher Preparation

The field of education is facing critical shortages of qualified teachers. Preservice students are limited in field experience by their teacher preparation location and proximity to diverse populations. Many colleges and universities tasked with teacher preparation are seeking post-pandemic solutions to teacher preparation which potentially involve virtual experiences. This study investigates literature (N = 176) related to the use of virtual reality and augmented reality in teacher preparation. This literature review seeks to examine 11 years of empirical work as a foundation for current and future teacher preparation practice. Studies surveyed vacillate between the use of extended reality (augmented reality, virtual reality or mixed reality) either related to specific content delivery or attitudes toward the use of augmented or virtual reality. A key finding is that preservice teachers who are exposed to extended reality as part of their preparation programs develop skills, acceptance and comfort with such technological innovation. Implications are discussed for increased low risk, experiential learning opportunities which serve to support increased teacher self-efficacy and educator retention.