The Use of Computer Simulation to Compare Student performance in Traditional versus Distance Learning Environments

Abstract

Simulations have been shown to be an effective tool in traditional learning environments; however, as distance learning grows in popularity, the need to examine simulation effectiveness in this environment has become paramount. A casual-comparative design was chosen for this study to determine whether students using a computer-based instructional simulation in hybrid and fully online environments learned better than traditional classroom learners. The study spans a period of 6 years beginning fall 2008 through spring 2014. The population studied was 281 undergraduate business students self-enrolled in a 200-level microcomputer application course. The overall results support previous studies in that computer simulations are most effective when used as a supplement to face-to-face lectures and in hybrid environments.

Acquisition of Practical Skills in Domestic Electrical Installation: Computer Simulation Versus Demonstration Approach

“…The result is also consistent with the findings of Ezeudu and Ezinwanne (2013) that the achievement of students in chemistry increased after being taught with computer simulation. Furthermore, the result of the study is consistent with the results of Boutefnouchet and Laios (2016) and Guy and Lownes-Jackson (2015). On the contrary, this result negates the result obtained by Bayrak (2007) who found that there was no significant difference in the effectiveness of using computer simulated and laboratory instructions.…”

“…Guy and Lownes-Jackson (2015) carried out an experimental study to compare the effect of computer simulation and the traditional instructional method on students' achievement in microcomputer application course. The study which was conducted in College of Business at Tennessee State University found that students who were taught with computer simulation performed better than students taught with traditional method.…”

Comparison of Simulation-Based and Textbook-Based Instructions on Middle School Students’ Achievement, Inquiry Skills and Attitudes

“…This result implies that the simulation-based instruction used in the current study is repeatable because of the tool used in the three different classes with three different science teachers. The result is also in line with other studies (Guy & Lownes-Jackson, 2015;Odadžić et al, 2017). It is obvious that simulation-based instructions are precious tools for enhancing students' conceptual knowledge in science topics (Faour, & Ayoubi, 2018;Renken & Nunez, 2013) because the environment provides simplification for eliminating distractors, so students can easily focus on the subject (ChanLin, 2001;Hebebci et al, 2014;Trundle & Bell, 2010).…”