Simulated pedagogies and autoethnographic reflections

Abstract

Adopting innovative, scholarly and reflective approaches to teaching practices can be a challenging task, yet students in our digital, information-rich age demand these skills from modern educators. This issue is addressed by exploring a case study regarding simulated pedagogies in the classroom environment using an autoethnographic approach. An educator reflects on and draws insights from her manifold roles and finds that while simulated games are not a panacea for higher education and can present varied challenges for students, educators and operators, they offer pedagogical value through learner engagement. This chapter also presents a call for increased dialogue about different teaching practices and experiences within the broader education sector to help bridge any perceived gaps between more industry-focussed practitioners and academia.