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 demonstrated.

Name thesis:degree_name

Doctor of Education

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Curriculum and Instruction

Department dc:contributor.department

Curriculum and Instruction

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

1991

Author dc:creator

• Holmes, Glen A.

Chair dc:contributor.committeechair

• Dodl, Norman R.

Committee members dc:contributor.committeemember

• Jones, Russell T.
• Burton, John K.
• Moore, David M.
• Sherman, Thomas M.

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Language dc:language.iso

en

Dc Identifier Other

etd-05112006-154757

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/37750