{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/27837"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/27837","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"Comparison of Students' Product Creativity Using a Computer Simulation Activity versus a Hands-on Activity in Technology Education","abstract":"The purpose of this study was to compare the effect of a computer simulation activity versus a hands-on activity on students' product creativity, originality, and usefulness. Fifty-eight middle school technology education students from Northern Virginia participated in the study. Subjects were randomly assigned to either a computer simulation or hands-on treatment group. The computer simulation group used a Lego-type brick simulator to construct creative products on the computer; whereas, the hands-on treatment group used real LEGO® bricks to construct their creative products. The hands-on groups' products were collected by the researcher and copied into the computer simulation program. Both groups' products were printed using a color printer. The printed products were evaluated by expert judges using a creative product semantic differential scale. This study showed that there was no significant difference in product creativity scores among the computer simulation and the hands-on treatment group. The null hypothesis was accepted. Findings suggested that it was possible to use a computer simulation activity in place of a hands-on activity and still maintain product creativity, originality, and usefulness.","abstract_html":"The purpose of this study was to compare the effect of a computer simulation activity versus a hands-on activity on students' product creativity, originality, and usefulness. Fifty-eight middle school technology education students from Northern Virginia participated in the study. Subjects were randomly assigned to either a computer simulation or hands-on treatment group. The computer simulation group used a Lego-type brick simulator to construct creative products on the computer; whereas, the hands-on treatment group used real LEGO® bricks to construct their creative products. The hands-on groups' products were collected by the researcher and copied into the computer simulation program. Both groups' products were printed using a color printer. The printed products were evaluated by expert judges using a creative product semantic differential scale. This study showed that there was no significant difference in product creativity scores among the computer simulation and the hands-on treatment group. The null hypothesis was accepted. Findings suggested that it was possible to use a computer simulation activity in place of a hands-on activity and still maintain product creativity, originality, and usefulness.","abstract_has_math":false,"creators":["Michael, Kurt Y."],"institution":"Virginia Tech","degree_name":"Ph. D.","degree_level":"doctoral","degree_discipline":"Curriculum and Instruction","degree_department":"Teaching and Learning","school":null,"contributors":[],"advisors":[],"committee_chairs":["Bame, E. 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