CLASSROOM AS A METHODOLOGY FOR PROMOTING TRANSFER,

Lunce, Leslie Matthew, An investigation of the use of instructional simulations in the classroom as a methodology for promoting transfer, engagement and motivation. Doctor of Philosophy (Educational Computing), August 2007, 205 pp., 13 tables, 3 figures, references, 179 titles. Innovative educators seek technologies to facilitate or enhance the learning experience while taking nothing away from the message of instruction. Simulations have been shown to meet this requirement. While simulations cannot replace the teacher or the message of instruction, they can provide a deeper and more cognitively engaging learning experience. Classroom use of simulations has been ongoing since the 1960’s. However, substantive research on their efficacy remains limited. What research has been conducted indicates that simulations possess great potential as aids to instruction. The author of this dissertation pursued this question focusing on whether simulations contribute to instruction by facilitating transfer, improved motivation and increased engagement. This dissertation documents a study in which instructional simulations were used in undergraduate science courses to promote engagement, transfer and knowledge-seeking behavior. The study took place at Midwestern State University (MSU), a publi