R. Shumaker (Ed.): VAMR/HCII 2013, Part II, LNCS 8022, pp. 142–151, 2013. © Springer-Verlag Berlin Heidelberg 2013 Perceived Presence’s Role on Learning Outcomes in a Mixed Reality Classroom of Simulated Students Aleshia T. Hayes 1 , Stacey E. Hardin 2 , and Charles E. Hughes 3 1 University of Central Florida: Synthetic Reality Lab., Institute for Simulation and Training, Orlando, FL, USA 2 University of Central Florida - College of Education, Orlando, FL, USA 3 University of Central Florida: Synthetic Reality Lab, Computer Science Division, Orlando, FL, USA {Aleshia.prof,Staceyehardin}@gmail.com, ceh@cs.ucf.edu Abstract. This research is part of an ongoing effort on the efficacy and user ex- perience of TLE TeachLivE™, a 3D mixed reality classroom with simulated students used to facilitate virtual rehearsal of pedagogical skills by teachers. This research investigated a potential relationship between efficacy, in terms of knowledge acquisition and transfer, and user experience in regard to presence, suspension of disbelief, and immersion. The initial case studies examining user experience of presence, suspension of disbelief, and immersion were used to develop a presence questionnaire revised from the work of Witmer and Singer (1998) to address the TLE TeachLivE™ mixed reality environment. The findings suggest that targeted practice, authentic scenarios, and suspension of disbelief in virtual learning environments may impact learning. Keywords: Mixed Reality Classroom, Simulation, Presence, Suspension of Disbelief, Immersion, Engagement, Knowledge Acquisition, Virtual Learning. 1 Introduction 1.1 The Environment The research reported here is part of a large scale study at the University of Central Florida investigating the efficacy and user experience of TLE TeachLivE™, a 3D mixed reality classroom with five simulated students, used to facilitate virtual rehearsal of pedagogical skills in pre-service and practicing teachers. The classroom consists of five students cognitively and behaviorally modeled after research-based student archetypes whose avatars are visually modeled to be representative of diverse middle school populations. The classroom and students are displayed on a large screen high definition display and the current interface tracks user movement allow- ing the teacher’s physical movement to be reflected by changes in the perspective position of the virtual camera. This creates a relative point of view, which is