Engaging training simulations for socially demanding roles

Abstract

Students in higher education preparing for socially demanding roles often encounter role play as a technique for mastering their future professions. Lawyers have 'moots' or scripted court sessions. Medical doctors attempt to diagnose the injuries or diseases simulated by actors. Some pre-service teachers undertake micro-teaching simulations with peers pretending to be pupils (not necessarily compliant ones). However, this is an inefficient use of learning time for the peers, and work is proceeding to develop virtual worlds in which such training can be conducted with simulated pupils. This paper describes the development of one such learning environment, and discusses the challenges to be met as this class of learning interactions becomes useful in teacher training.