Using an artificial life simulation to enhance reflective critical thinking among student teachers

Abstract

This paper presents a methodology for developing critical reflection among student teachers by using a novel artificial life simulation called Creatures. The paper is a report of an initial investigation that connects some theory to the affordances of a particular video game, and is a conceptual paper. In this paper, the various theories and concepts central to the methodology is outlined, and ultimately be combined and explored in depth. The game Creatures is also explored for its potential use as a reflective teaching tool. The actual methodology is then outlined for future research using this approach, ultimately concluding with tentative hypotheses regarding the significance of using artificial life for teacher education. Based on our combined experience in a higher education context lecturing education modules, student teachers do not critically reflect on their practice sufficiently and especially on the impact that their teaching will have on learners in the future. The Creatures simulation offers a viable solution to this problem, in which artificial creatures called Norns can be interacted with and taught important language and behavioral skills. In so doing, the student teachers who play the simulation may have a non-invasive manner in which to experience firsthand how their decisions may impact on future learning, and to reflect upon it using critical reflection.