東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

The effect of preferred visual aesth...

Robison, Don Grady.

Linked to FindBook

Google Book

Amazon

博客來

The effect of preferred visual aesthetic on focused attention, use intention, and persistence in an instructional simulation.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The effect of preferred visual aesthetic on focused attention, use intention, and persistence in an instructional simulation./
Author:	Robison, Don Grady.
Description:	119 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
Subject:	Instructional design. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3663114
ISBN:	9781321833126

The effect of preferred visual aesthetic on focused attention, use intention, and persistence in an instructional simulation.
Robison, Don Grady.

The effect of preferred visual aesthetic on focused attention, use intention, and persistence in an instructional simulation. - 119 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (Ph.D.)--Old Dominion University, 2015.

This item must not be sold to any third party vendors.

Three experiments were conducted investigating the motivational effects of attractive visual aesthetic on focused attention, future use intentions, and discretionary use of a desktop instructional simulation. Participants included 90 ship-handling students from a Merchant Marine academy in the northeastern United States; 91% of the participants were male, and 9% were female, the mean age for participants was 20.97 years. Employing a pc-based desktop ship-handling training simulation, a "preferred aesthetic" was identified using paired comparisons with a relevant target audience. Two identical simulations were then developed, one incorporating the preferred visual aesthetic and one incorporating a neutral visual aesthetic treatment. Both were identical in every other respect. Experiment 1 (Focused Attention) explored the effects of preferred aesthetic on focused attention: 30 participants viewed 12 screenshots from the two versions of the simulation and their visual response was measured using an eye tracker. Experiment 2 (User Preference) identified the elements of participant preference. The 30 participants from experiment 1 viewed 8 different visual designs for the same scene in the simulation, and completed an 18 item semantic differential evaluation for each screen treatment. Experiment 3 (Persistence and Use) investigated persistence related to simulation aesthetic and future use intent, 60 participants were randomly assigned to one of two groups: 30 participants used the preferred aesthetic version of the simulation and 30 participants used a neutral aesthetic version of the simulation. Discretionary use of the simulation and learner posttest performance was measured and analyzed. These participants also completed a questionnaire regarding their intentions to use the simulation in the future. Participants in the preferred aesthetic group were significantly more likely to express intent to load the simulation on their personal computer ( M=5.7, SD=1.24) than the neutral aesthetic group (M = 4.76 , SD = 1.69), t(58) = 2.436, p<.05, d = .64; and participants in the neutral aesthetic group were significantly more likely to express intention to not use the simulation again (M = 4.76, SD = 1.64) versus participants in the preferred aesthetic group (M=5.7, SD= 1.48), t(58)=2.09, p<.05, d =.55. Participants indicated a preference for moderately complex full color images in the semantic differential experiment supporting Berlyne's arousal theory. There were no significant differences between simulation aesthetic treatment groups for eye tracking, simulation discretionary use, or simulation posttest performance.

ISBN: 9781321833126Subjects--Topical Terms:

3172279
Instructional design.

The effect of preferred visual aesthetic on focused attention, use intention, and persistence in an instructional simulation.
LDR:03706nmm a2200289 4500 001 2060335
005 20150828095346.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781321833126
035 $a (MiAaPQ)AAI3663114
035 $a AAI3663114
040 $a MiAaPQ $c MiAaPQ
100 1 $a Robison, Don Grady. $3 3174481
245 1 4 $a The effect of preferred visual aesthetic on focused attention, use intention, and persistence in an instructional simulation.
300 $a 119 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
500 $a Adviser: Ginger Watson.
502 $a Thesis (Ph.D.)--Old Dominion University, 2015.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a Three experiments were conducted investigating the motivational effects of attractive visual aesthetic on focused attention, future use intentions, and discretionary use of a desktop instructional simulation. Participants included 90 ship-handling students from a Merchant Marine academy in the northeastern United States; 91% of the participants were male, and 9% were female, the mean age for participants was 20.97 years. Employing a pc-based desktop ship-handling training simulation, a "preferred aesthetic" was identified using paired comparisons with a relevant target audience. Two identical simulations were then developed, one incorporating the preferred visual aesthetic and one incorporating a neutral visual aesthetic treatment. Both were identical in every other respect. Experiment 1 (Focused Attention) explored the effects of preferred aesthetic on focused attention: 30 participants viewed 12 screenshots from the two versions of the simulation and their visual response was measured using an eye tracker. Experiment 2 (User Preference) identified the elements of participant preference. The 30 participants from experiment 1 viewed 8 different visual designs for the same scene in the simulation, and completed an 18 item semantic differential evaluation for each screen treatment. Experiment 3 (Persistence and Use) investigated persistence related to simulation aesthetic and future use intent, 60 participants were randomly assigned to one of two groups: 30 participants used the preferred aesthetic version of the simulation and 30 participants used a neutral aesthetic version of the simulation. Discretionary use of the simulation and learner posttest performance was measured and analyzed. These participants also completed a questionnaire regarding their intentions to use the simulation in the future. Participants in the preferred aesthetic group were significantly more likely to express intent to load the simulation on their personal computer ( M=5.7, SD=1.24) than the neutral aesthetic group (M = 4.76 , SD = 1.69), t(58) = 2.436, p<.05, d = .64; and participants in the neutral aesthetic group were significantly more likely to express intention to not use the simulation again (M = 4.76, SD = 1.64) versus participants in the preferred aesthetic group (M=5.7, SD= 1.48), t(58)=2.09, p<.05, d =.55. Participants indicated a preference for moderately complex full color images in the semantic differential experiment supporting Berlyne's arousal theory. There were no significant differences between simulation aesthetic treatment groups for eye tracking, simulation discretionary use, or simulation posttest performance.
590 $a School code: 0418.
650 4 $a Instructional design. $3 3172279
690 $a 0447
710 2 $a Old Dominion University. $3 1020684
773 0 $t Dissertation Abstracts International $g 76-10A(E).
790 $a 0418
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3663114