Development of a simulation model regarding school instruction interaction for use in a VR classroom simulation for pre-service teachers

Virtual Paper ID: 55910
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    Sebastian Breitenbach
    Akademie für Bildungsforschung und Lehrerbildung (ABL), Goethe University Frankfurt/Main, Germany

Abstract: As simulated-based learning is increasingly used in the domain of teacher education, the question of how underlying algorithms, respectively simulation models work becomes pertinent. This is of utmost importance since failing to develop a high-fidelity simulation model might result in a decline of motivation and self-efficacy among participants and, ultimately, the simulation’s effectiveness. Not all virtual classroom simulations use computer-controlled agents; rather, they rely on actors performing student behaviors. However, this approach is not scalable and brings both advantages and disadvantages. Most agent-based virtual classroom simulations have comparatively simple simulation models, which poses the question of how a model, where participants feel that computer-controlled avatars react in a believable way, can be developed. The author argues that it is vital to back up the simulation model with empirical evidence, AI-considerations and conceptual models from psychometry, educational psychology, and pedagogy. This article describes the development of a simulation model, which is planned to be implemented and tested in a VR-classroom simulation named CLASIVIR (Classroom Simulator in Virtual Reality) for pre-service teachers in Frankfurt/Main, Germany.

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