Many studies have shown that instructional videos can be a highly effective educational tool (e.g., Kay, 2012; Lloyd and Robertson, 2012; Rackaway, 2012; Hsin and Cigas, 2013). In particular, Hsin and Cigas, (2013) describes the outcome derived from using video mini-lectures in an introductory course in computer science/mathematics. Student withdrawal, the failure rate, time-intensive interactive chats and written communication by the instructor was reduced after adding the videos to the class. Students were more satisfied with the course and average grades in the course increased slightly. This study expands the use of video mini-lectures to using a simulation software package that includes observing a video, practice the steps in the video and apply skills in simulated environments. It will define and measure the elements and use of video demonstrations included in a commercial simulation software package.

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