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dc.contributor.authorHenke, Mitchell E.en_US
dc.date.accessioned2014-03-14T20:21:21Z
dc.date.available2014-03-14T20:21:21Z
dc.date.issued1997-04-10en_US
dc.identifier.otheretd-16409449701231en_US
dc.identifier.urihttp://hdl.handle.net/10919/30308
dc.description.abstractThe availability of computer systems has resulted in an increased use of computers for teaching and learning in education. Computers and peripheral hardware enable educators to incorporate video, sound, and animation into instruction. Authoring software provides another level for computer use by allowing educators to develop and use multimedia instruction and programs designed for specific learning outcomes. New technologies, such as the micro computer as an instructional tool, are providing teachers and learners the opportunity to explore alternative ways to learn (Hansen, 1995). If these new technologies are to become an effective component of the teaching-learning environment, educators and media developers must have access to research-based information that will guide them in selecting and developing appropriate media and instructional applications. Since most learning begins as a cognitive process (Schwaller, 1995), research dealing with instructional methods tends to focus on the cognitive domain, which would more likely yield results that would pertain to a large number of disciplines, educators, and media developers. Unfortunately programs such as technology education, which include experiential activities as an integral part of the learning process (Korwin & Jones, 1990), should not rely on cognitive performance alone as the sole indicator of successful completion of the learning objectives. In the Technology Education classroom, hands-on experiential activities add value to the instruction and require various degrees of psychomotor performance. While psychomotor learning should not be considered the sole purpose of technology education, it is a most viable and significant aspect of learning and performance in technology education. Effectively presenting psychomotor content to the learner could increase performance of instructional objectives, thus providing an enriched learning environment. This study was designed to investigate the effect of visual-only, verbal-only, and visual/verbal instructional methods utilizing Computer-Based Instruction (CBI) as the vehicle, on the performance of psychomotor skills and knowledge. An investigation of the relationship between presentation mode, gender, and psychomotor performance based on direct product evaluation was conducted. Analysis results suggest that during instruction, the level of performance of a psychomotor task increases with the use of visual/verbal CBI. In addition, gender did not significantly influence the level of performance regardless of the presentation mode. Secondary analysis of the data suggest that visual/verbal CBI has no significant influence on the level of performance after a time interval of approximately 11 days. Post-treatment survey results indicate participants had a higher level of satisfaction with the visual/verbal CBI.en_US
dc.publisherVirginia Techen_US
dc.relation.haspartbody.pdfen_US
dc.relation.haspartetd1.pdfen_US
dc.rightsI hereby grant to Virginia Tech or its agents the right to archive and to make available my thesis or dissertation in whole or in part in the University Libraries in all forms of media, now or hereafter known. I retain all proprietary rights, such as patent rights. I also retain the right to use in future works (such as articles or books) all or part of this thesis or dissertation.en_US
dc.subjecttechnologyen_US
dc.subjectmultimediaen_US
dc.subjectpsychomotoren_US
dc.subjectinstructionen_US
dc.subjectgenderen_US
dc.titleThe Effects of Three methods of Computer-Based Instruction (CBI) On Psychomotor Performance of College Studentsen_US
dc.typeDissertationen_US
dc.contributor.departmentVocational and Technical Educationen_US
dc.description.degreePh. D.en_US
thesis.degree.namePh. D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineVocational and Technical Educationen_US
dc.contributor.committeechairBuffer, James J. Jr.en_US
dc.contributor.committeememberFortune, Jimmie C.en_US
dc.contributor.committeememberLaPorte, James E.en_US
dc.contributor.committeememberBame, E. Allenen_US
dc.contributor.committeememberBurton, John K.en_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-16409449701231/en_US
dc.date.sdate1998-07-13en_US
dc.date.rdate1997-04-10
dc.date.adate1997-04-10en_US


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