The effects of computer-based simulations on speech-language pathology student performance.

PURPOSE: The purpose of this study was to assess the efficacy of a computer-based simulated learning environment on student learning in speech-language pathology. Despite a growing trend in the implementation of computer-based simulated learning environments, no research yet supports its efficacy. In addition, although over half of the United States' speech-language pathologists work in school systems, no studies have investigated simulated learning environments that focus on pediatric developmental language disorders as the disorder to be exemplified by the simulations.

METHOD: Four different cohorts of students (103 total students) received either a traditional learning experience or a computer-based simulation experience in a graduate level school-aged language disorders course. Groups were equivalent in academic performance and pre-experimental knowledge. Pre- and post-experimental measures of learning were obtained.

RESULTS: Findings demonstrated that the group that was involved with the simulated learning environment outperformed the traditional instruction group in several key areas associated with clinically-based educational outcomes.

CONCLUSIONS: Simulated learning environments continue to be a positive innovation in the clinical education of speech-language pathology students. Implications potentially affect educational models of speech-language pathology.