simSchool is a teaching simulation program that models classroom interactions and student learning. It uses computational models of teaching and hidden student variables like personality to generate realistic student responses. Studies show simSchool improves teachers' self-efficacy, responsibility for student learning, and teaching skills. It provides practice and feedback that leads to significant gains in instructional self-confidence and ability. While more research is needed, findings so far demonstrate simSchool's potential to enhance teacher quality and positively impact student achievement.

1. simSchool
Impacts of Teaching Virtual Students
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22.10.2013

2. simSchool
 A „flight simulator‟ for
teaching
Uses a computational model of
teaching and learning
 Supports practice &
reflection re: teaching
challenges
* Classroom management
* Instructional activity design
* Psychology of learning
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3. simSchool‟s „Interactive Engine‟
What
context
teachers
see
Independent
Variables
Observable
Variables
student
outcomes
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What teachers do
Hidden
Variables
Dependent
Variables
How students
react

4. 3-Aspect simStudent Personality
(Hidden Variables)
 Openness to
learning
 Conscientiousness
 Extroversion or
introversion
 Agreeableness
 Neuroticism emotional stability
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 Visual
 Auditory
 Kinesthetic
 Expected academic
performance

5. Interpersonal Circumplex
(Hidden Variables)
Teachers and
students
interact with
one another by
negotiating
power and
affiliation
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6. Dynamically Generated Profiles
(Observable Variables)
 A text database of
personality
elements allows 5
statements per
element
 This produces 5 ^
10 or 9.7 million
written profiles
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7. Student Behavior
(Observable Variables)
Body posture offers clues
“I am trying
hard to
complete my work”
Verbal responses reflect
student‟s internal state
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8. What Teachers Do
(Independent Variables)
 Select Tasks
Emotional, Physical & Cognitive current states of
students interact with task requirements
A Zone of Proximal Development determines time-tosuccess on task and effects student attitudes
 Talk to simStudents
Questions, observations, or assertions about academic
or, behavioral issues
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9. simSchool Theories
 Zone of Proximal Development
 OCEAN model of psychology
 Physical model of sensation-perception
 Social Expectation States Theory concerning
tasks
 Complex Systems
 System dynamics
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10. Zone of Proximal Development
TASK Requirements
Time on Task
ZPD of the STUDENT
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11. Dynamics of Task Completion
Sally
Task
V
A
K
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O
C
E
A
N
n…

12. Dynamic Landscapes
Task
Student
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13. Impacts across studies since 2006
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14. Impacts across studies since 2006 show
increases in:
 Instructional Self-Efficacy (confidence in one‟s
competence),
 Learner Locus of Control (the teacher‟s sense of
responsibility for learning results)
 Teaching Skills (self-estimates)
(Knezek, Fisser, Gibson, Christensen, & Tyler-Wood, 2012)
 Pedagogical Balance (confidence viz experience)
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15. Impacts in 2007
 Instructional Self-Efficacy gains were significant and
roughly twice as large as gains in the comparison group
 Learning Locus of Control movement was noted in the
direction of stronger belief that the teacher can influence a
student‟s achievement potential.
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CRICOS Provider Code 00301J

16. Impacts in 2008
 Significant gains (p < .001) in Instructional Self-Efficacy,
with an effect size of .44
 Significant gains from pre- to post-assessment in the
Teaching Skills subscale (p < .001), with an effect size of
.44
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CRICOS Provider Code 00301J

17. Impacts in 2011
 Gains in Instructional Self-Efficacy (p < .01, one-tailed
hypothesis),
 Learning Locus of Control (p < .01, one-tailed)
 Teaching Skills (p < .03, one-tailed)
…were sufficiently large (p < .05) to reject the null
hypothesis of occurrence by chance.
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CRICOS Provider Code 00301J

18. Conclusions
 Findings reported to date illustrate that simulations are
capable of modeling a wide range of student learning, and
can be envisioned as having significant impacts on
improvements in teaching.
 The findings of different gains in treatment versus
comparison group indicators can be interpreted as
evidence that the instruments work and that the simulator
is useful. Further research is needed to verify long-term
impacts of simSchool on teacher quality and K-12 student
learning.
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J

19. simSchool
Impacts of Teaching Virtual Students
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
22.10.2013