Authentic learning and job readiness: Are mixed-reality simulations effective tools for preparing business students for the real world?

Advances in technology have significantly enhanced the quality of mixed-reality simulations, incorporating both real and virtual aspects. Mixed-reality simulations have been used to develop individual knowledge, skills and abilities in higher education; however, the use of such simulations to introduce authentic learning activities into higher education courses remains under-researched. In the current paper, we detail the design, implementation, continuous improvements and student perceptions of a mixed-reality simulation used in a final-year undergraduate business unit. An iterative approach proved important to improving the simulation across deliveries. Clear instructions, student preparation, familiarisation with the technology used and support for the development of communication skills also influenced student perceptions of the activity. Our findings from over 200 students indicate that the use of mixed-reality simulations is an authentic and effective teaching approach for the development and demonstration of employability skills. This study is useful to educators seeking to understand the value of mixed-reality simulations in higher education and their ability to provide authentic learning experiences which increase overall student satisfaction. Implications for practice or policy: Student satisfaction and employability skills can be improved through participation in authentic mixed-reality simulations. Students may require support developing communication skills required to interact with the simulation. Educators can enhance the student experience by demonstrating how the simulation works, familiarising them with the avatars and how they interact with participants. Educators should focus on continuous improvement to get the simulation right. Universities should consider implications for workloads, technical support and budgets when introducing mixed-reality simulations.