The Use of Instructional Simulations to Support Classroom Teaching: A Crisis Communication Case Study

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Shifflet, M. & Brown, J. (2006). The Use of Instructional Simulations to Support Classroom Teaching: A Crisis Communication Case Study. Journal of Educational Multimedia and Hypermedia, 15(4), 377-395. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/19866.

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Journal Information

Journal of Educational Multimedia and Hypermedia
ISSN 1055-8896
Volume 15, Issue 4, October 2006
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JEMH

Authors

Mark Shifflet, University of Evansville, United States; Jane Brown, None, United States

Abstract

The purpose of this study was to investigate how exposure to classroom instruction affected the use of a computer simulation that was designed to provide students an opportunity to apply material presented in class. The study involved an analysis of a computer-based crisis communication case study designed for a college-level public relations course, comparing students taking the course with students having no public relations exposure. The results showed that while the total scores were almost identical for both groups, there were differences in the types of questions the groups tended to score higher on. Also, there were differences in how each group navigated through the simulation. Differences in learning styles had a greater impact on those without public relations exposure than those taking the public relations class. The results indicate that instructional simulation designers need to account for the influence that classroom instruction will have on student performance during these types of simulations.

Keywords

• Classrooms
• Students
• Educational Technology
• Instructional Design
• Human Computer Interaction

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