Designing Learning Support for Simulation-Based Preservice Teacher Learning with Artificial Intelligence-Powered Virtual Agents

Abstract

In this study, I explored how preservice teachers interact with learning support designed for situational pedagogical practices in virtual reality-supported simulation-based learning with artificial intelligence (AI)-powered virtual student agents. The learning support was designed and integrated into an existing simulation-based learning environment (Anonymized Name). Using a case study approach, I collected data from multiple sources for triangulation and credibility. Nineteen preservice teachers participated in this study. Three major themes endorsed the design and implementation of in-situ learning support and AI-powered virtual students in the virtual reality simulation for preservice teachers–––1) collective reasoning with AI-powered virtual students that builds productive discourse, 2) intentional practice to probe and inquire AI-powered virtual students’ scientific reasoning, 3) analyzing developmentally-aligned AI-powered virtual students’ discourse in-situ. Future research should consider providing adaptive in-situ learning support to preservice
teachers by gauging preservice teachers’ situational pedagogical practices using natural language processing and machine learning algorithms.