A quasi-experimental study was conducted to assess attainment of assignment objectives plus course-level cognitive and affective learning for a joint simulation between an advertising/public relations capstone course and a health communication class. Two treatment and two control sections of the capstone course were compared over a period of two years. In comparison to the control condition, students in the treatment sections reported themselves more likely to continue to stay abreast of information about the subject matter covered in the course than students in the control condition, and viewed their campaigns as of higher quality. Differences with respect to confidence about ability to produce health communication campaigns in the real world, as well anticipation that they would talk about the topic after the semester was over, approached significance. No differences in cognitive learning emerged.
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