Simulating the Classroom with Media and Computers

Abstract

Twenty-five years of research and development in media/computer-based classroom simulations are reviewed. Studies are organized into the categories of feasibility/reliability, presentation modes, and benefits. Tentative conclusions indicate media/computer-based simulations help students develop specific responses, identify problems, and attain higher levels of self-confidence. Additionally, users report enjoyment of simulation exercises. Two specific areas for further study include transfer of training to actual classrooms and the degree of fidelity that a simulation should bear, either in process or in physical appearance, to actual situations. A program of systematic research correlated with instructional theories is advocated for further development. Specific variables for additional study are also suggested.