Abstract
A simulation, like any pedagogical tool, must be evaluated in terms of its effectiveness in achieving course objectives. This study investigated how well a particular simulation did in achieving course objectives and compares its performance to the textbook and papers used in the course. Compared to the textbook and the papers, students consistently gave the simulation the highest ratings on several learning-related measures. In addition, it was found that the simulation had the strongest associations with a set of measures designed to assess general course learning objectives. Further, the results suggest that the degree of involvement in the simulation had an effect on simulation-specific learning objectives as well as more broadly defined course learning objectives. We recommend the prudent use of simulations and suggest that professors regularly undertake a comparative outcome assessment of the instructional tools they are using in their courses.
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