Effects of Adaptive Feedback Bots in the Simulated Classroom on Procedural Professional Knowledge (FiSK)

University teacher education combines the transmission of theoretical knowledge with practice-oriented elements; at the same time, closer integration of theory and practice continues to be discussed as a goal. Simulated learning environments offer the opportunity to embed knowledge in authentic situational contexts and to foster practical skills. The “Simulated Biology Classroom” (SKRBio) was developed to simulate interactions between (prospective) biology teachers and students. In this digital learning environment, teacher education students interact with virtual students whose responses are based on individual ability and trait profiles. Analyzing the students’ responses allows for insights into their procedural subject-specific, subject-didactic, and pedagogical knowledge. The project expands the Simulated Biology Classroom (SKRBio) to include an AI-based feedback system that provides adaptive feedback on the students’ actions. The objectives are to (1) develop a theory-based feedback system, (2) integrate it into the simulation, (3) investigate its learning-promoting effects, (4) expand its application to other subject areas, and (5) establish its use in university teaching. Effectiveness was examined in seven experimental studies using a pretest-intervention-posttest design.The effectiveness was examined in seven experimental studies using a pretest-intervention-posttest design. Overall, the assessments were conducted in the subject areas of evolution, experimentation, and argumentation. The chatbot was not used in all seven studies. The available datasets do not contain any information on the teacher candidates’ use of the chatbot. The results provide insights into which factors promote or hinder teacher candidates’ diagnostic skills and contribute to the further development of digital learning environments in teacher education.