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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

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dc.contributor.authorHolmes, Glen A.en
dc.contributor.committeechairDodl, Norman R.en
dc.contributor.committeememberJones, Russell T.en
dc.contributor.committeememberBurton, John K.en
dc.contributor.committeememberMoore, David M.en
dc.contributor.committeememberSherman, Thomas M.en
dc.contributor.departmentCurriculum and Instructionen
dc.date.accessioned2014-03-14T21:10:53Zen
dc.date.adate2006-05-11en
dc.date.available2014-03-14T21:10:53Zen
dc.date.issued1991-05-05en
dc.date.rdate2006-05-11en
dc.date.sdate2006-05-11en
dc.description.abstractFifty-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 demonstrated.en
dc.description.degreeEd. D.en
dc.format.extentvii, 102 leavesen
dc.format.mediumBTDen
dc.format.mimetypeapplication/pdfen
dc.identifier.otheretd-05112006-154757en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-05112006-154757/en
dc.identifier.urihttp://hdl.handle.net/10919/37750en
dc.language.isoenen
dc.publisherVirginia Techen
dc.relation.haspartLD5655.V856_1991.H656.pdfen
dc.relation.isformatofOCLC# 24308819en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subject.lccLD5655.V856 1991.H656en
dc.subject.lcshComputer-assisted instructionen
dc.subject.lcshFire prevention -- Computer-assisted instructionen
dc.subject.lcshFire prevention -- Study and teachingen
dc.subject.lcshLearning, Psychology ofen
dc.titleTwo computer-graphics variations (animated vs still) and their impact on the knowledge and performance of cognitive-behavioral skills: fire-safety trainingen
dc.typeDissertationen
dc.type.dcmitypeTexten
thesis.degree.disciplineCurriculum and Instructionen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Educationen

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