Simulated pedagogies and Autoethnographic reflections

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review


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.
Original languageEnglish
Title of host publicationThe Study of Food, Tourism, Hospitality and Events
Subtitle of host publication21st Century Approaches
EditorsSue Beeton, Alison Morrison
Place of PublicationGateway East Singapore
ISBN (Electronic)9789811306389
ISBN (Print)9789811306372
Publication statusPublished - 2019
Externally publishedYes

Publication series

NameTourism, Hospitality & Event Management


  • autoethnography
  • simulations
  • innovative teaching
  • research informed teaching
  • tourism

Cite this

McWha, M. (2019). Simulated pedagogies and Autoethnographic reflections. In S. Beeton, & A. Morrison (Eds.), The Study of Food, Tourism, Hospitality and Events: 21st Century Approaches (pp. 245-254). (Tourism, Hospitality & Event Management). Springer.