{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/65987"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/65987","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Comparative Effectiveness of a Computer and Videotape Simulation in Dietetic Education","abstract":"A clinical simulation was developed, programmed in computer and videotape modes, and compared for its effect on cognitive and affective learning of dietetic/nutrition students. Three experimental groups of 24, 22, and 21 upper division university students completed a simulated dietary interview on an interactive computer (PLATO) with adjunct questions, or on color videotape interspersed with questions, or in both modes without questions. Cognitive learning and interview-related attitudes, e.g., being supportive and nonjudgmental in interview situations, were assessed with a written pre/posttest. Attitudes toward the simulation were analyzed with a Likert-type scale and a preference question. The effect of time-on-task was also analyzed. Cognitive achievement was significantly greater in the computer group than in the videotape group. Computer and videotape groups did not show pre- to posttest differences in interview-related attitudes, although one computer subgroup had significant attitude score improvement. The simulation received favorable or better ratings from 92 percent of the computer students and from 82 percent of videotape students. Two-thirds of the students who used both simulation modes preferred the computer mode. Time-on-task was positively correlated with cognitive achievement and with favorable attitudes toward the simulation.","abstract_html":"A clinical simulation was developed, programmed in computer and videotape modes, and compared for its effect on cognitive and affective learning of dietetic/nutrition students. Three experimental groups of 24, 22, and 21 upper division university students completed a simulated dietary interview on an interactive computer (PLATO) with adjunct questions, or on color videotape interspersed with questions, or in both modes without questions. Cognitive learning and interview-related attitudes, e.g., being supportive and nonjudgmental in interview situations, were assessed with a written pre/posttest. Attitudes toward the simulation were analyzed with a Likert-type scale and a preference question. The effect of time-on-task was also analyzed. Cognitive achievement was significantly greater in the computer group than in the videotape group. Computer and videotape groups did not show pre- to posttest differences in interview-related attitudes, although one computer subgroup had significant attitude score improvement. The simulation received favorable or better ratings from 92 percent of the computer students and from 82 percent of videotape students. Two-thirds of the students who used both simulation modes preferred the computer mode. Time-on-task was positively correlated with cognitive achievement and with favorable attitudes toward the simulation.","abstract_has_math":false,"creators":["Dow, Ruth Mcnabb"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-12-12T19:56:59Z","date_published":"2014-12-12T19:56:59Z","updated_at":"2026-07-22T22:25:55Z","subjects":["Education, Home Economics"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(UMI)AAI8108494"],"render_values":[{"text":"(UMI)AAI8108494","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/65987","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Dow, Ruth Mcnabb"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2014-12-12T19:56:59Z","10000-01-01","1980"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Home Economics"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/65987","(UMI)AAI8108494"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["A clinical simulation was developed, programmed in computer and videotape modes, and compared for its effect on cognitive and affective learning of dietetic/nutrition students. Three experimental groups of 24, 22, and 21 upper division university students completed a simulated dietary interview on an interactive computer (PLATO) with adjunct questions, or on color videotape interspersed with questions, or in both modes without questions. Cognitive learning and interview-related attitudes, e.g., being supportive and nonjudgmental in interview situations, were assessed with a written pre/posttest. Attitudes toward the simulation were analyzed with a Likert-type scale and a preference question. The effect of time-on-task was also analyzed. Cognitive achievement was significantly greater in the computer group than in the videotape group. Computer and videotape groups did not show pre- to posttest differences in interview-related attitudes, although one computer subgroup had significant attitude score improvement. The simulation received favorable or better ratings from 92 percent of the computer students and from 82 percent of videotape students. Two-thirds of the students who used both simulation modes preferred the computer mode. Time-on-task was positively correlated with cognitive achievement and with favorable attitudes toward the simulation.","Analysis of student evaluation data suggests that (1) the major advantage of computer simulations may be their capacity in involve students directly and to provide immediate feedback; and (2) the major advantage of videotape simulations may be their capacity to portray realistically human communication and interaction. Complementary use of both computer and videotape may improve effectiveness.","Computer and videotape simulations can provide low-risk "clinical" practice for dietetic students. Simulations, especially computer simulations, can improve cognitive learning and have some positive effect on attitudes. Learning appears to be enhanced when simulations are integrated into the course and used with related questions/activities.","Made available in DSpace on 2014-12-12T19:56:59Z (GMT). No. of bitstreams: 1 8108494.pdf: 5805847 bytes, checksum: b0b4fa82f8c491e19e6e4e4ec45c7e93 (MD5) Previous issue date: 1980","Embargo set by: Seth Robbins for item 66166 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","141 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1980."]},{"key":"dc:title","label":"Title","values":["Comparative Effectiveness of a Computer and Videotape Simulation in Dietetic Education"]}]}],"canonical_facts":{"dc:creator":["Dow, Ruth Mcnabb"],"dc:date":["2014-12-12T19:56:59Z","10000-01-01","1980"],"dc:description":["A clinical simulation was developed, programmed in computer and videotape modes, and compared for its effect on cognitive and affective learning of dietetic/nutrition students. Three experimental groups of 24, 22, and 21 upper division university students completed a simulated dietary interview on an interactive computer (PLATO) with adjunct questions, or on color videotape interspersed with questions, or in both modes without questions. Cognitive learning and interview-related attitudes, e.g., being supportive and nonjudgmental in interview situations, were assessed with a written pre/posttest. Attitudes toward the simulation were analyzed with a Likert-type scale and a preference question. The effect of time-on-task was also analyzed. Cognitive achievement was significantly greater in the computer group than in the videotape group. Computer and videotape groups did not show pre- to posttest differences in interview-related attitudes, although one computer subgroup had significant attitude score improvement. The simulation received favorable or better ratings from 92 percent of the computer students and from 82 percent of videotape students. Two-thirds of the students who used both simulation modes preferred the computer mode. Time-on-task was positively correlated with cognitive achievement and with favorable attitudes toward the simulation.","Analysis of student evaluation data suggests that (1) the major advantage of computer simulations may be their capacity in involve students directly and to provide immediate feedback; and (2) the major advantage of videotape simulations may be their capacity to portray realistically human communication and interaction. Complementary use of both computer and videotape may improve effectiveness.","Computer and videotape simulations can provide low-risk "clinical" practice for dietetic students. Simulations, especially computer simulations, can improve cognitive learning and have some positive effect on attitudes. Learning appears to be enhanced when simulations are integrated into the course and used with related questions/activities.","Made available in DSpace on 2014-12-12T19:56:59Z (GMT). No. of bitstreams: 1 8108494.pdf: 5805847 bytes, checksum: b0b4fa82f8c491e19e6e4e4ec45c7e93 (MD5) Previous issue date: 1980","Embargo set by: Seth Robbins for item 66166 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","141 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1980."],"dc:identifier":["http://hdl.handle.net/2142/65987","(UMI)AAI8108494"],"dc:language":["eng"],"dc:subject":["Education, Home Economics"],"dc:title":["Comparative Effectiveness of a Computer and Videotape Simulation in Dietetic Education"],"dc:type":["text"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:55Z"}