Simulation-based learning environments: do they affect learners’ relevant interests?

Abstract

The use of simulation-based learning environments to foster professional competences attracts more and more research. The role of participants’ interest for learning is quite undisputable also in this context. Recent research findings emphasize that interest may trigger the activation of professional knowledge during participation in a simulation. Using data from N = 81 pre-service teachers who participated in four simulations over one semester, this contribution investigates how characteristics of the simulation (roleplay vs. video) and participants’ perception of the simulation affect the development of participants’ interests. Results reveal that, beyond the perception of the simulation, development of participants’ interests is weakly related to simulation characteristics.