This thesis investigates whether certain practices improve the use of video-mediated communication; specifically video-mediated gazing (the act of looking directly into the camera) and face-to-face familiarisation prior to video-mediated meetings. This is done through comparisons of conditions where such practices are employed and control conditions. The successful adoption of these practices is assessed using a multi-level approach: investigating the communicative process, participant perceptions and task outcome. Participant perceptions are directed towards assessing the media, assessing other participants using the media, perceptions of task performance and communicative success, and perceptions of social co-presence. In cases where task outcome is assessed, an objective measurement of performance is taken. Communicative process is assessed through investigating participants use of gazing behaviour and verbal aspects of process: for example turn length, dialogue length and the numper of interruptions. Verbal aspects of process are also measured using Conversational Games analysis, where the functions of participants' utterances are assessed. The results show that participants who gaze at the camera are perceived more favourably. Accompanying speech with video-mediated gazing also results in improved recall of information. Face-to-face familiarisation alters participant perceptions of others using the media and feelings of social co-presence. It is concluded that for certain applications (specifically social tasks) and with an appropriate level of training (specifically with the use of video-mediated gazing) the use of such strategies benefits video-mediated communication.

The purpose of this study was to make an investigation of the use of audio-visual aids in the conduct of interscholastic athletics for boys in AA High Schools in Texas.

Thirty years of empirical research on visual aids have produced inconsistent results--perhaps because the quality and color of those visuals were inconsistent. The purpose of this study was to determine what effects quality and color of instructional transparencies used in an informative speech have on listener recall and attitudes toward speaker and speech. A total of 709 community college and university students in 36 intact classes were randomly assigned to one of four visual treatment groups (poor-quality black/white, high-quality black/white, poor-quality color, or high-quality color) or one of two control groups (no-speech or no-visuals). A videotaped speech was projected onto a large screen at the right of the room; visual aids (each shown for approximately 30 seconds) were projected onto another screen set immediately to the left. Recall was measured by a 10-item multiple choice test; attitude toward speech and speaker were each measured by six seven-item semantic differential scales. Analysis of variance indicated that the type of transparencies used in an informative speech have a definite effect on immediate recall and attitude toward the speech, but no effect on attitude toward speaker. All four treatment groups scored significantly higher on recall than the no-speech and no-visual control groups. Log percent of change showed poor color to produce the lowest scores (still 13% better than control) and quality color to produce the highest scores (19.5'% better). Analysis found listeners to have a more positive attitude toward the speech when quality color, quality black/white, or poor black/white visuals were used. It appears that any visual (even a poor quality one) produces better recall than no visuals. Speakers with the time to produce quality visuals should add color; speakers who pay little attention to quality would be advised to use black/white visuals. Implications for future research are suggested.

M.Ed. (Media Studies) / Please refer to full text to view abstract

Typescript (photocopy). / Digitized by Kansas Correctional Industries

A review of the literature on the inaccurate singer provided strong evidence that improvement in pitch matching skill was possible. Visual feedback was found to be an effective aid in earlier studies, but none of the previous studies provided both a comparison group which had identical practice without the visual cues and a control group which received no form of practice. Such a design was used in the present study.

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This creative project consists of the construction of a poly-sensory, self-instructional system. The system includes two basic parts: 1) software, the basic instructional materials, and 2) the hardware, the console to replay the software.The software consists of four programmed slide-tape series and accompanying workbook. The first series deals with the concept of electrical measurement, describes the basic meter movement, and introduces the VOA. The remaining three series deal with the voltmeter, ohmmeter, and ammeter sections of the YO1, respectively.The hardware includes the console, and experimental electrical circuits. The unique aspect of the console is a photo-sensitive relay circuit which controls the cassette recorder. This circuit provides a programmed dimension allowing frequent stops in the presentation for questions, experiments and self-testing.

This creative project dealt with the research of existing materials in the area, of communications and the development of a curriculum for such aimed at early high school experiences. Major emphasis was given to the areas of communication in printed graphics, technical graphics, photography, and electronics. An actual curriculum was developed that included reading material, related stories, and suggested activities.Supporting materials developed with the curriculum included a rationale, objectives for the program, a taxonomy of instructional topics, and a suggested program schedule. The creative project was added to the required paper as the appendix.