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Infant Simulators in the Undergraduate Curriculum: A Technological Tool for Teaching about Parenthood

The purpose of this paper is twofold. It describes the use of infant simulators to teach undergraduates about the experience of parenting. It also examines empirical evidence of the use of the infant simulator among undergraduates enrolled in parenting courses at two universities. In particular, the evaluative evidence explores lessons learned about parenting from the caregiving experience, along with the role of duration of the simulation on caregiving performance, reported caregiving difficulty, and lessons learned about parenting. Data from 261 students enrolled in undergraduate parenting classes at two universities were used for the evaluation. Qualitative findings indicated that students learned these lessons about parenthood: (1) It is demanding, (2) It requires patience, (3) A parent must be selfless, (4) Parents lose sleep, and (5) Single parenthood is difficult. Duration of the simulation was significantly associated with specific lessons. The evaluation data indicate that the simulator experience is a valuable learning tool for undergraduate students.