Results The results of this study are promising given the relatively brief treatment period. The significant, but not dramatic, achievement gains imply that more time spent with the simulation may result in higher achievement. The significant findings from the stages of concern instrument also suggest that the simulation may have begun to cause the expected shift in concerns. As discussed earlier, the C&I students' high concerns across most of the stages showed they (a) had some knowledge about classroom management, (b) had considered their limitations, (c) had wondered how they would learn more, and (d) had projected their needs to the time when they would enter the field. With such high concerns across the stages, the anticipated treatment effect from a longer treatment will probably be limited to a reduction of concerns in the earlier stages and only a slight increase in the later stages, which occurred to a limited degree with the C&I 7 group. As discussed earlier, a longer treatment may result in more dramatic changes. However, an important point worth emphasizing is that computers are rarely the sole learning medium. Computers are generally regarded as learning tools that have the potential to enrich traditional learning tasks and facilitate higher levels of achievement. Perhaps the classroom management simulation would prove more effective if used as an integral part of a class in which an instructor provided more concrete procedures for program use and goals as outcomes. Group discussions, in which various management principles would be analyzed for appropriateness and inappropriateness in given situations, would be an important part of such a structured approach. Utilizing the simulation in such a manner would eliminate user tendencies to (a) neglect the specifics of and differences between the principles of management and (b) hurry through the scenarios in order to just "see what happens" without attending to the principles demonstrated or infringed. Because CAI is an effective mode for independent study (Robinson, 1988), another possible use of the simulation is to make it available for students in the field who are forced to deal with management problems on an everyday basis in addition to their many other responsibilities. After exposure to real situations, users may be more receptive to exploring the scenarios more intensely to improve their automaticity in selecting appropriate management strategies based on knowledge gleaned from the simulation. Conclusion Interactive-video computer-based simulations are potentially useful for introducing pre-service teachers to classroom situations because they are dependable, consistent, and easily accessible (Hasselbring et al., 1987; Roblyer, 1988). Education staff often have difficulty finding and coordinating quality, initial field experiences for their students. If field experiences can be effectively simulated, work on initial experiences can be pursued at any time, making those experiences dependable and easily accessible. Easy accessibility, combined with time compression, will also result in time and cost savings (Abrams & Streit, 1986; Milheim, 1989). That is, simulated field experiences are available at any time, saving the time and travel costs associated with actual field experience. This is similar to claims made by military users of interactive-video training courseware (Ramsberger, Harris, Knerr, & Hopwood, 1985). Because users' experiences will be the same, or similar (depending on the nature of the simulation and what choices students make within the programs), they will have common experiences that lead more easily to classroom discussion (Hasselbring et al., 1987; Walkley & Kelley, 1989). Simulated field work may reduce anxiety because users know they can try ideas without risking failure with "real" students or worrying about possible negative effects from unacceptable actions (Gropper, 1983). Therefore, simulations using interactive video potentially provide an important, "risk-free," stepping stone from non-experienced student to classroom professional. With these advantages, interactive-video computer-based simulations are promising tools to help prepare educators. © 1995.
