{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/37750"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/37750","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"Two computer-graphics variations (animated vs still) and their impact on the knowledge and performance of cognitive-behavioral skills: fire-safety training","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.","abstract_html":"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.","abstract_has_math":false,"creators":["Holmes, Glen A."],"institution":"Virginia Tech","degree_name":"Doctor of Education","degree_level":"doctoral","degree_discipline":"Curriculum and Instruction","degree_department":"Curriculum and Instruction","school":null,"contributors":[],"advisors":[],"committee_chairs":["Dodl, Norman R."],"committee_members":["Jones, Russell T.","Burton, John K.","Moore, David M.","Sherman, Thomas M."],"year":1991,"date_issued":"1991-05-05","date_published":"1991-05-05","updated_at":"2026-07-22T22:20:09Z","subjects":[],"languages":["en"],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-05112006-154757"],"render_values":[{"text":"etd-05112006-154757","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10919/37750","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Dodl, Norman R."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Jones, Russell T.","Burton, John K.","Moore, David M.","Sherman, Thomas M."]},{"key":"dc:contributor.department","label":"Department","values":["Curriculum and Instruction"]},{"key":"dc:creator","label":"Author","values":["Holmes, Glen A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-03-14T21:10:53Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-03-14T21:10:53Z","2006-05-11"]},{"key":"dc:date.issued","label":"Date","values":["1991-05-05"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"dc:type.dcmitype","label":"Dc Type Dcmitype","values":["Text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-05112006-154757"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/37750"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Fifty-six fourth-grade children served as participants in this study. 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