Use of an Online Simulation to Promote Content Learning

Beverly B. Ray, Martha M. Hocutt and Diana Hooley
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Beverly B. Ray: Idaho State University, Pocatello, ID, USA
Martha M. Hocutt: University of West Alabama, Livingston, AL, USA
Diana Hooley: Idaho State University, Pocatello, ID, USA

International Journal of Online Pedagogy and Course Design (IJOPCD), 2014, vol. 4, issue 1, 43-57

Abstract: Educators seek effective methods of teaching concepts in ways that engage the learner. One potential method involves the use of simulations, including online simulations. In this exploratory study, researchers examined the pretest and posttest written products of 30 preservice social studies teachers to determine the amount and depth of knowledge before and after taking part in an online simulation. Results indicated that gains in knowledge from the pretest to the posttest were statistically significant, but that the depth of knowledge gained was rather limited in scope. Findings have implications for those considering using or designing online or other simulations as content learning tools in the social sciences and other educational fields.

Date: 2014
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Persistent link: https://EconPapers.repec.org/RePEc:igg:jopcd0:v:4:y:2014:i:1:p:43-57

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International Journal of Online Pedagogy and Course Design (IJOPCD) is currently edited by Chia-Wen Tsai

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