Thesis (Ph.D.)--University of Tulsa, 1991. / Bibliography: leaves 94-108.

Thesis (Ph.D.)--University of Tulsa, 1991. / Bibliography: leaves 94-108.

Thesis (M.S.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 57-61). Also available via the Internet.

The study investigated grade 6 students' comprehension of narrative text when presented on a computer and as printed words on paper. A set of comprehension tests were developed for three stories of varying length (382 words, 1047 words and 1933 words) using a skills hierarchy protocol. The text for each story was prepared for presentation on a Macintosh computer using a program written for the study and as print in the form of exact copies of the computer screen. Students from two grade 6 classes in a suburban elementary school were randomly assigned to read one of the stories in either print form or on the computer and subsequently completed a comprehension test as well as a questionnaire concerning attitude and personal information. The responses from the comprehension tests were evaluated by graduate students in Language Education. The data evolved from the tests and questionnaires were analysed to determine measures of test construct validity, inter-rater reliability, and any significant difference in the means of comprehension scores for the two experimental groups for each story. The results indicated small but insignificant differences between the means of the three comprehension test scores for computer and print. A number of students reading from the computer complained of eye fatigue. The scores of subjects reading the longest story and complaining of eye fatigue were significantly lower. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

No description available.

Thesis (M.S.)--Rochester Institute of Technology, 1991. / Typescript. Includes bibliographical references (leaves 235-252).

No description available.

The current study investigated the task performance and subjective preference for two color displays with differing image generation technologies, the standard cathode ray tube shadow mask (CRT) display and the newer liquid crystal/cathode ray tube (LC/CRT) display. Six subjects performed three different information processing tasks using each of the two color display technologies and expressed their display preference via evaluation questionnaires. Ambient illumination measurements were obtained to determine preferred conditions for each display. A four-way factorial design was used to collect task performance data and ambient illumination preferences; performance data were collected as errors per unit task quantity for each of the task types. Subjective evaluations consisted of 20 five-interval bipolar adjective scales and a forced choice rating on eight display parameters. An analysis of variance procedure and post-hoc Newman-Keuls analyses were employed in the analyses of the performance and subjective bipolar adjective scale data; the forced choice rating scales were evaluated using the Sign Test. The task performance results indicate that neither display produced better task performance. The subjective data revealed mixed results; while the bipolar adjective scales indicate no differences between the two display technologies, the forced choice rating shows a preference for the LC/CRT display on some display parameters. A significant difference between the two displays was demonstrated for ambient illumination preferences; the LC/CRT was viewed in greater ambient illumination than the CRT display. / Master of Science

Call number: LD2668 .T4 1985 M54 / Master of Science

No description available.