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Simulated provocations: A hypermedia radio theatre for reflection on classroom management
Linköping University, Department of Computer and Information Science, Human-Centered systems. Linköping University, Faculty of Arts and Sciences. (IxS)ORCID iD: 0000-0003-2919-098X
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences. Högskolan Väst.ORCID iD: 0000-0002-5968-3104
Linköping University, Department of Computer and Information Science, Human-Centered systems. Linköping University, Faculty of Science & Engineering.ORCID iD: 0000-0001-6555-0247
Linköping University, Department of Computer and Information Science, Human-Centered systems. Linköping University, Faculty of Science & Engineering.
2018 (English)In: Journal Simulation & Gaming, ISSN 1046-8781, E-ISSN 1552-826X, Vol. 49, no 2, p. 98-114Article in journal (Refereed) Published
Abstract [en]

Background. Learning to manage a classroom is a difficult but important part of teacher education. Earlier research on simulations for learning classroom management has highlighted the difficulty of supporting reflection.

Purpose. This case study explores and evaluates the design of a simulation for student teachers’ reflection on classroom management.

Design. The design process resulted in the scenario-based SIMPROV simulation, which was made in the form of a hypermedia radio theatre that students go through in pairs or triads. Authoritarian, authoritative, democratic, and compliant leadership styles were built into the choices student teachers made.

Evaluation. The simulation was evaluated in two courses where the participants’ level of reflection and perceived knowledge improvement was measured using a questionnaire. Forty three first-year student teachers, 48 third-year student teachers, and 38 of the student teachers’ mentors participated in the evaluation.

Results. The results indicate that participants engaged in reflection and understanding to a high degree, and only to a low degree in critical reflection or habitual action.

Conclusions. The conclusions are that the scenario-based simulation designed as a hypermedia radio theatre supported knowledge improvement, understanding, and reflection and that social interaction during and after simulation sessions was an important feature.

Place, publisher, year, edition, pages
Sage Publications, 2018. Vol. 49, no 2, p. 98-114
Keywords [en]
interaction design, simulation/gaming, reflection, learning, teacher education, classroom management
National Category
Human Computer Interaction Pedagogical Work
Identifiers
URN: urn:nbn:se:liu:diva-147331DOI: 10.1177/1046878118765594Scopus ID: 2-s2.0-85044749218OAI: oai:DiVA.org:liu-147331DiVA, id: diva2:1198599
Projects
SIMPROV - Simulerade provokationer
Funder
Swedish Research Council, 721-2011-4741Available from: 2018-04-18 Created: 2018-04-18 Last updated: 2020-02-04Bibliographically approved

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Arvola, MattiasSamuelsson, MarcusNordvall, MathiasRagnemalm, Eva L.

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