The Effect of a Computer Simulation Activity versus a Hands-on Activity on product Creativity in Technology Education

Abstract

Computer use in the classroom has become a popular method of instruction for many technology educators. This may be due to the fact that software programs have advanced beyond the early days of drill and practice instruction. With the introduction of the graphical user interface, increased processing speed, and affordability, computer use in education has finally come of age. Software designers are now able to design multidimensional educational programs that include high quality graphics, stereo sound, and real time interaction (Bilan, 1992). One area of noticeable improvement is computer simulations.

Computer simulations are software programs that either replicate or mimic real world phenomena. If implemented correctly, computer simulations can help students learn about technological events and processes that may otherwise be unattainable due to cost, feasibility, or safety. Studies have shown that computer simulators can: 1. Be equally as effective as real life, hands-on laboratory experiences in teaching students scientific concepts (Choi and Gennaro, 1987). 2. Enhance the learning achievement levels of students (Betz, 1996). 3. Enhance the problem solving skills of students (Gokhale, 1996). 4. Foster peer interaction ( Bilan, 1992).

The educational benefits of computer simulations for learning are promising. Some researchers even suspect that computer simulations may enhance creativity (e.g., Betz, 1996; Gokhale, 1996; Harkow, 1996), however, after an extensive review of literature, no empirical research has been found to support this claim. For this reason, the following study was conducted to compare the effect of a computer simulation activity versus a traditional hands-on activity on students’ product creativity.