This study aimed to replicate and extend Buchner and Hoffman's (2022) research on the Tell-Show-Enact-Do (TSED) approach to integrating augmented reality (AR) and virtual reality (VR) into teacher training. We conducted non-parametric Mann-Whitney U tests on the original dataset to examine the impact of age and learning design on the participants' attitudes, skills, and access. Our results diverged from the original findings. TSED only increased two scores more than TSE (Tell-Show-Enact): Will (attitude) and Tool (availability). In addition, younger participants felt more strongly about the accessibility of digital tools. Overall, TSED appears more effective than TSE, though its specific benefits still need to be identified. This replication study highlighted the need to tailor teacher training based on age and confirmed the promise of AR/VR for professional development. Its insights will contribute to ethical, evidence-based AR/VR integration and enhance teacher training. The study also demonstrated that replication is useful for re-examining conditions and demographics in educational technology research to refine its conclusions. As technology evolves, further replication studies will be necessary.