Two computer-graphics variations (animated vs still) and their impact on the knowledge and performance of cognitive-behavioral skills: fire-safety training
dc.contributor.author | Holmes, Glen A. | en |
dc.contributor.committeechair | Dodl, Norman R. | en |
dc.contributor.committeemember | Jones, Russell T. | en |
dc.contributor.committeemember | Burton, John K. | en |
dc.contributor.committeemember | Moore, David M. | en |
dc.contributor.committeemember | Sherman, Thomas M. | en |
dc.contributor.department | Curriculum and Instruction | en |
dc.date.accessioned | 2014-03-14T21:10:53Z | en |
dc.date.adate | 2006-05-11 | en |
dc.date.available | 2014-03-14T21:10:53Z | en |
dc.date.issued | 1991-05-05 | en |
dc.date.rdate | 2006-05-11 | en |
dc.date.sdate | 2006-05-11 | en |
dc.description.abstract | 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 demonstrated. | en |
dc.description.degree | Ed. D. | en |
dc.format.extent | vii, 102 leaves | en |
dc.format.medium | BTD | en |
dc.format.mimetype | application/pdf | en |
dc.identifier.other | etd-05112006-154757 | en |
dc.identifier.sourceurl | http://scholar.lib.vt.edu/theses/available/etd-05112006-154757/ | en |
dc.identifier.uri | http://hdl.handle.net/10919/37750 | en |
dc.language.iso | en | en |
dc.publisher | Virginia Tech | en |
dc.relation.haspart | LD5655.V856_1991.H656.pdf | en |
dc.relation.isformatof | OCLC# 24308819 | en |
dc.rights | In Copyright | en |
dc.rights.uri | http://rightsstatements.org/vocab/InC/1.0/ | en |
dc.subject.lcc | LD5655.V856 1991.H656 | en |
dc.subject.lcsh | Computer-assisted instruction | en |
dc.subject.lcsh | Fire prevention -- Computer-assisted instruction | en |
dc.subject.lcsh | Fire prevention -- Study and teaching | en |
dc.subject.lcsh | Learning, Psychology of | en |
dc.title | Two computer-graphics variations (animated vs still) and their impact on the knowledge and performance of cognitive-behavioral skills: fire-safety training | en |
dc.type | Dissertation | en |
dc.type.dcmitype | Text | en |
thesis.degree.discipline | Curriculum and Instruction | en |
thesis.degree.grantor | Virginia Polytechnic Institute and State University | en |
thesis.degree.level | doctoral | en |
thesis.degree.name | Doctor of Education | en |
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