The use of instructional simulations to support classroom teaching: a crisis communication case study.

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.

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The use of computer-based simulations for supporting classroom teaching has interested educators in many fields of study. As software applications become more sophisticated, teachers are finding more opportunities to create case-based studies that present students with more "realistic" settings in which to apply what they have learned during class instruction. The use of animation, audio, and video elements that can respond to specific user feedback has given instructors tools that can create complex environments that mimic real-life situations.

The use of computer-based simulations for instruction has been widely promoted because of the opportunities it provides for students to apply knowledge they have acquired in the class. As Jonassen, Campbell, and Davidson (1994) noted, "According to contemporary theories of learning,... learning is most effectively situated in the context of some meaningful, real-world task" (p.32).

Hoffman and Ritchie (1997) pointed out that interactive multimedia provide an important advantage to case studies in that they allow the simulation of real life that can break the student out of time, place, and physical limitations that make many case studies impractical for the classroom. The ability to condense time is a particularly important function in many case studies that require students to make decisions based on information that is presented to them at particular points in time. In simulating real-world scenarios, students are placed in situations where they are faced with making decisions when given incomplete or even inaccurate information; a situation faced by many professionals in many fields.

Over the past several years, a number of studies have been conducted, which have examined the effectiveness of computer-based case studies in the form of instructional simulations. Lee (1999) conducted a metaanalysis of research studies involving instructional simulations to determine what factors influence their effectiveness. Lee's study focused on two different instructional modes of simulation. The practice mode is one where simulation users are first exposed to a body of knowledge through traditional instruction and then asked to apply that knowledge during tasks presented in the simulation. In the presentation mode, the simulation is meant to be a source of both instruction and practice opportunities for the student. The simulation itself is presented to students in either a pure form (no guidance) or a hybrid form (some guidance). The results from Lee's analysis of several studies led to a number of conclusions, one of which was that the hybrid form of the simulation tended to work best, especially when used in the presentation mode. In general, the study suggests that simulations are more effective when users are given some level of guidance.

While it is important that research efforts be conducted to examine the influence of factors such as instructional modes, two important factors involving instructional simulations are often left out. In developing a study of instructional simulations, emphasis is most often placed on designing a simulation that fits the research design at the expense of providing a realistic case study for students in a particular class for a particular field of study. Less attention is paid to how a student will respond to a simulation that is built to support what is being taught in the class. The focus is more on the simulation than on the user. This leaves a number of questions as to how students will respond to a simulation if there is information available both through the class and through the simulation. Which resource are they most likely to use? Will they make assumptions about how to respond in the simulation based on classroom instruction that may lead them to miss important resources in the simulation? Jonassen et al. (1994) stated,