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Effects of visual information presen...

Chou, Chien.

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Effects of visual information presentation mode and testing mode on skill analysis training in an interactive video setting.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Effects of visual information presentation mode and testing mode on skill analysis training in an interactive video setting./
Author:	Chou, Chien.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1990,
Description:	196 p.
Notes:	Source: Dissertations Abstracts International, Volume: 52-11, Section: A.
Contained By:	Dissertations Abstracts International52-11A.
Subject:	Curricula. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9105090
ISBN:	9798207612454

Effects of visual information presentation mode and testing mode on skill analysis training in an interactive video setting.
Chou, Chien.

Effects of visual information presentation mode and testing mode on skill analysis training in an interactive video setting. - Ann Arbor : ProQuest Dissertations & Theses, 1990 - 196 p.

Source: Dissertations Abstracts International, Volume: 52-11, Section: A.

Thesis (Ph.D.)--The Ohio State University, 1990.

The purpose of this study is to determine whether the visual presentation mode and visual testing mode affects students' attitude and their ability to discriminate performance of fast-moving objects. In particular, four principal questions were asked: (1) What type of visual serves as the better stimulus for teaching persons to observe and discriminate a fast-moving performance of a track and field event? (2) What type of visual serves as the better mode for testing students' achievement? (3) What is the relationship between the types of stimuli used to teach and those used to test whether knowledge was gained? (4) What is the relationship between students' attitude and the visual presentation/testing modes that they were in? One hundred and five students were randomly assigned to eight treatment groups in which they received visual instruction presented by computer graphics and/or video, and were tested by computer graphics or video. Before receiving treatments, students filled out a survey which assessed their background information and experiences. After finishing the lessons and tests, they answered a questionnaire(s) indicating their attitude toward the learning experiences in computer graphics and/or video. Results indicated that the presentation mode and testing mode did not contribute to a significant difference in their achievement test; however, students who received computer graphics instruction and were tested on video significantly underperformed students who received computer graphics instruction and were tested on the same computer graphics. It was found that students in the video testing mode had a significantly more positive attitude toward video than those in the computer graphics testing mode. In addition, females demonstrated a better attitude toward video than males. This study recommends more research on (1) the relationship between the degree of realism inherent in visuals and the subject matter to be taught, (2) the relationship between visuals utilized for instruction and visuals utilized for testing, (3) the reason why females had more positive attitudes toward video than males, and (4) students' relative attitudes toward interactive video in which computer and video are two component technologies.

ISBN: 9798207612454Subjects--Topical Terms:

3422445
Curricula.
Subjects--Index Terms:

video

Effects of visual information presentation mode and testing mode on skill analysis training in an interactive video setting.
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520 $a The purpose of this study is to determine whether the visual presentation mode and visual testing mode affects students' attitude and their ability to discriminate performance of fast-moving objects. In particular, four principal questions were asked: (1) What type of visual serves as the better stimulus for teaching persons to observe and discriminate a fast-moving performance of a track and field event? (2) What type of visual serves as the better mode for testing students' achievement? (3) What is the relationship between the types of stimuli used to teach and those used to test whether knowledge was gained? (4) What is the relationship between students' attitude and the visual presentation/testing modes that they were in? One hundred and five students were randomly assigned to eight treatment groups in which they received visual instruction presented by computer graphics and/or video, and were tested by computer graphics or video. Before receiving treatments, students filled out a survey which assessed their background information and experiences. After finishing the lessons and tests, they answered a questionnaire(s) indicating their attitude toward the learning experiences in computer graphics and/or video. Results indicated that the presentation mode and testing mode did not contribute to a significant difference in their achievement test; however, students who received computer graphics instruction and were tested on video significantly underperformed students who received computer graphics instruction and were tested on the same computer graphics. It was found that students in the video testing mode had a significantly more positive attitude toward video than those in the computer graphics testing mode. In addition, females demonstrated a better attitude toward video than males. This study recommends more research on (1) the relationship between the degree of realism inherent in visuals and the subject matter to be taught, (2) the relationship between visuals utilized for instruction and visuals utilized for testing, (3) the reason why females had more positive attitudes toward video than males, and (4) students' relative attitudes toward interactive video in which computer and video are two component technologies.
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