193 Copyright © 2012, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 11 DOI: 10.4018/978-1-61350-080-4.ch011 INTRODUCTION Many consider simulations as potentially powerful educational tools (Aldrich, 2002; de Jong & van Joolingen, 1998; Lee, 1999; Winer & Vázquez- Abad, 1981) or reported successful use of simula- tions in education (Cameron, 2003; Henderson, Kleme & Eshet, 2000; Lieberth & Martin, 2005; Windschitl & Andre, 1998). However, there have been conflicting reports about the effectiveness of simulations (Aldrich, 2002; de Jong & van Joolin- gen, 1998; Lee, 1999; Winer & Vázquez-Abad, Michael C. Johnson Brigham Young University, USA Charles R. Graham Brigham Young University, USA Su-Ling Hsueh Brigham Young University, USA The Impact of Instructional Simulation Use on Teaching and Learning: A Case Study ABSTRACT As simulation usage becomes more prevalent in education, it is important to analyze how teaching and learning is impacted by its use. We present here a case study of a specifc computer-based instructional simulation, the Virtual Audiometer, and instructor and student perspectives regarding the simulation use’s effects on teaching and learning. Specifcally, fndings are described within a model of fve areas in which technology can effect education: visualization, authentic engagement, quality and quantity of practice and feedback, interaction and collaboration, and refection. Although room for improvement was identifed, data showed that in this specifc case, the computer-based instructional simulation improved teaching and learning experiences in all fve areas. An understanding of how simulations impact teach- ing and learning can help inform design of both the simulations produced for higher education and the implementation of these simulations within a course.