Exploring Preservice Teachers’ Perceptions and Experiences of Teaching Artificial Intelligence Students in Virtual Simulations

Abstract

This case study explored preservice teachers’ (PSTs) perceptions and experiences of teaching AI students in virtual simulations. Eighteen PSTs participated in a 2-hour AI-based teacher training individually. Data were collected from participatory observations, in-simulation student-teacher dialogue transcripts, field notes, and semi-structured interviews. The findings revealed that PSTs exhibited positive perceptions toward AI-based simulation, which both engaged and challenged them in active problem solving. The simulation also prompted authentic rehearsals and in-situ reflection.