Title page for ETD etd-05112006-154757


Type of Document Dissertation
Author Holmes, Glen Allen
URN etd-05112006-154757
Title Two computer-graphics variations (animated vs still) and their impact on the knowledge knowledge and performance of cognitive-behavioral skills : fire-safety training
Degree Doctor of Education
Department Curriculum and Instruction
Advisory Committee
Advisor Name Title
Dodl, Norman R. Committee Chair
Burton, John K. Committee Member
Jones, Russell T. Committee Member
Moore, David Michael Committee Member
Sherman, Thomas M. Committee Member
Keywords
  • Fire prevention Study and teaching.
  • Computer-assisted instruction
  • Learning
  • Fire prevention Computer-assisted instruction.
  • Psychology of.
Date of Defense 1991-05-05
Availability restricted
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.

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