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Thesis (M.S.)--Rochester Institute of Technology, 1989. / Includes bibliographical references (leaves 40-41).

The goal of this paper is to develop an interactive training system. Although the system developed was used to train tank gunners, the system concepts are generic in that they can be applied to many training scenarios. Applications of computer-based training systems are briefly discussed. The system concepts are defined and hardware and software subsystems are outlined. An architectural overview will precede a detailed discussion of subsystems.

Thesis (B.S.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1981. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND ENGINEERING. / Bibliography: leaves 43-44. / by Eric Stewart Brown. / B.S.

Thesis (Ph.D.)--Massachusetts Institute of Technology, Dept. of Architecture, 1982. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND ROTCH. / Bibliography: leaves 200-204. / by Robert Mohl. / Ph.D.

Thesis (M.F.A.)--Rochester Institute of Technology, 1986. / Typescript. Includes bibliographical references (leaf 116).

The purpose of the study was to determine the effects of level III video disc instruction on high school biology students. There were three areas studied: students' achievement in biology, students' attitude toward biology, and confidence. The experimental group consisted of 70 biology students. The control group also consisted of 70 biology students. The teacher of the experimental group used level in video disc instruction to teach about invertebrates, vertebrates, human systems, and plants throughout the semester. The teachers of the control group taught the same topics during the same period using the traditional lecture method and without level III video disc instruction. Students took the Biology Achievement Test, the Purdue Master Attitude Scale, and the Confidence in Learning Inventory before and after the treatment period. A t-test on the pretest scores of the experimental group and the control group showed no significant difference between the two groups. The experimental group also took the Technology Preference Survey after the treatment period.

Using a case study approach, this investigation focused on the deliberations and decision-making processes involved in the development of a physical science curriculum to be delivered by interactive videodiscs. The mediating factors that influenced the developmental processes included the participants and their perceptions, their decisions and factors influencing their decisions. The Curriculum and Instruction Advisory Committee of the Texas Learning Technology Group was selected as the subject of this study which used qualitative data collection methods. Data collection included participant observation of curriculum meetings followed by structured interviews of the participants. Document analyses were triangulated with the observations and interviews to ascertain influences on decision-making processes. Developmental processes indicated the emergence of staff and committee procedures. Procedures were influenced by school district and personal philosophies, teacher and student needs, and constraining factors such as state Developmental processes indicated the emergence of staff and committee procedures. Procedures were influenced by school district and personal philosophies, teacher and student needs, and constraining factors such as state mandates. Other influencing factors included research, tradition, and politics. Core curriculum was to be delivered by interactive videodiscs and include remediation and enrichment loops along with laboratory simulations. Participants stressed that students perform traditional laboratory experiments in addition to simulations. This curriculum also addressed the possibility of the course being taught by teachers not certified in physical science.