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Two computer-graphics variations (animated vs still) and their impact on the knowledge and performance of cognitive-behavioral skills : fire-safety training
Fifty-six fourth-grade children served as participants in
this study. Three training procedures (behavioral,
animated-graphics, and still-graphics) were assessed for
relative effectiveness in the acquisition of fire emergency
skills and attainment of knowledge, Each of the training
groups was compared to a no-treatment control group.
Performance on dependent measures was assessed prior to and
immediately following training. Hypotheses predicted that
the behavioral and animated graphics conditions would
produce the greatest level of skill and knowledge
acquisition. Results demonstrated a significantly higher
level of fire emergency skill acquisition and knowledge
attainment for both the behavioral and animated graphics
groups relative to the still graphics and no-training
groups. The value of using animated versus static images in
computerized instruction for fire-safety skills training was