ANALYSIS OF THE DIFFERENCES IN NURSING ACHIEVEMENT BETWEEN INTERACTIVE VIDEODISC INSTRUCTION UTILIZING THREE DIFFERENT COLOR COMBINATIONS FOR THE ALPHANUMERIC COMPUTER GRAPHICS SCREENS (CAI).
Contributors: University of Houston.
Published: 1991
Number of pages: 142
Subjects: Education, Technology.; Health Sciences, Nursing.
Description: Computer assisted and interactive videodisc instruction are often used in health sciences education and training. Because technological advances now give the instructional designer the ability to display more variations in color and text design (Caldwell, 1980), guidelines for enhanced readability and legibility must be considered when designing such instruction. A number of computer assisted and interactive videodisc screen design guidelines are offered by the literature. These guidelines offer some boundaries for the designer of graphic and textual screens, but also confuse the designer because of conflicting and opposing guidelines.

This study, an experimental pretest-posttest stratified random assignment design conducted at The University of Texas M. D. Anderson Cancer Center and the University of Texas School of Nursing, proposed to determine which color contrast resulted in higher nursing achievement, and specifically, which color combination of the three to be tested (yellow lettering on blue background, light on dark contrast; yellow lettering on dark gray background, light on dark contrast; and black lettering on light gray background, dark on light contrast) resulted in higher nursing achievement as measured by the Volker Nursing Process Competency Test for the Management of Immunocompromised Cancer Patient. After demographic data had been collected, and after a reading achievement test and a pretest had been administered, the interactive videodisc module using each color combination was presented to 19 randomly selected subjects, for a total of 57 subjects. A posttest was administered at the end of the treatment. Data were analyzed to determine if there were any differences in nursing achievement and in time to complete the interactive videodisc module. There were no statistically significant findings between the groups and the null research hypothesis, that there would be no statistically significant differences between the three groups experiencing different color combinations, was not rejected.

Post hoc analyses looked at whether or not experiencing the color combination that the subject preferred would impact achievement and time to complete the module. No statistically significant differences were found between the group who had experienced the color combination they preferred and the group not experiencing the color combination they preferred.
Notes: Source: Dissertation Abstracts International, Volume: 53-01, Section: A, page: 0127.

Thesis (ED.D.)--UNIVERSITY OF HOUSTON, 1991.

School code: 0087.