The impact of computer-based simulation within an instructional sequence on learner performance in a Web-based environment

The purpose of this study was to investigate the impact on learner performance as measured through knowledge gain when using two forms of the same simulation, pure and impure, implemented either before or after instruction within a Web-based environment. The effect of the two types of simulation on learner attitudes about computers and online learning also was examined. Web-based instructional modules on basic computer networking concepts were used by two hundred and twenty six college students from the College of Education at Arizona State University as part of the study. A pretest-posttest control group experimental design with five conditions formed the research design. All subjects completed two online questionnaires. One questionnaire consisted of questions centered on demographic information, such as participant gender and age. The second questionnaire consisted of questions about subject attitudes, comfort with, and access to technology. Responses to the attitude questions were charted on a Likert-type scale ranging from 1=strongly disagree to 7=strongly agree. As the third pre-assessment, an online multiple-choice pretest about the networking instructional module was administered to all the subjects.; The results of this study showed that regardless of what type of computer-based simulation if used after online instruction is more effective on learner's performance (knowledge gain) when compared with online instruction with no simulation. Also this study found a greater increase in knowledge gain when the simulation was used after online instruction than did the pure simulation used before the online instructional module.; The difference in learner attitude about computers and online instruction between and among the simulation conditions and the no simulation condition was non-significant. However, the results of this study showed a small positive gain on student attitudes regarding computers and online instruction regardless of condition to which each had been assigned. These results confirmed findings reported from previous studies.; The educational benefits of computer-based simulations are not automatically gained. Educators and instructional designers should consider the simulation's place on the instructional sequence, the subject content and the learning outcome when designing online instruction in a Web-based environment.