Exploring Simulated Provocations Supporting Pre-Service Teachers' Reflection on Classroom Management

The purpose of our research project is to explore the design of game-like simulations that allow pre-service teachers to explore and experiment with problematic classroom situations to develop proficiency in classroom management. The research problem for this paper is how to design a plausible, valuable to learn, and interesting game-like simulation that also is usable and opens up for reflection on and understanding of the scenarios in the simulation. We used 'research through design' and combined interaction design and game design to develop the SimProv simulation. 21 pre-service teachers were invited to evaluate it in a play session with constructive interaction and questionnaires. SimProv consists of text-based scenarios where pre-service teachers can take actions corresponding to classic leadership styles. The results show that it provides a plausible, valuable, exploratory, playful, but not always interesting experience for pre-service teachers. The participants did engage in reflective discussions about the choices they made.