Institutional Repository

Effects of a hypertext-based simulation in high school scuba instruction

DSpace/Manakin Repository

Show simple item record

dc.contributor.advisor Mrazek, Richard
dc.contributor.author Erickson, R. Scott
dc.contributor.author University of Lethbridge. Faculty of Education
dc.date.accessioned 2007-04-11T21:08:24Z
dc.date.available 2007-04-11T21:08:24Z
dc.date.issued 1993
dc.identifier.uri http://hdl.handle.net/10133/58
dc.description xi, 142 leaves : ill. ; 29 cm. en
dc.description.abstract A study was conducted to investigate the effects of a hypertext - based computer simulation on the knowledge, skills and attitudes of students participating in a high school scuba program in Edmonton, Alberta. The study compared two groups of students: one which used the simulation as a supplementary (laboratory-type) activity, and another which was taught using traditional methods. The two groups received an equal amount of instrutional time. The simulation and non-simulation groups were found to be equilvalent at the beginning of the study with respect to age, gender, previous diving experience, previous computer experience, attitude toward computers and attitude toward diving. After instruction, the simulation and non-simulation groups were examined for differences with respect to knowledge, attitudes and behaviour, using the following measurement instruments: Knowledge: Marks from students' certification examinations were used as a measure of general diving knowledge. Attitudes: Students were post-surveyed for attitudes toward diving using a locally developed attitude scale. Behavior: Students were evaluated using a locally developed skills assessment to determine their degree of proficiency at out-of-air emergency skills. Reliability estimates for the locally developed instruments were .86, .88 and .93 for the diving attitude, computer attitude and out-of-air skills instruments, respectively. A series of t-test comparisons revealed no significant differences (p<.05) between simulation and non-simulation groups with respect to knowledge, skills and attitudes. The relationships between knowledge, skills and attitudes were examined using Pearson's correlation coefficient, and a significant (p<.01) positive correlation was found between the knowledge and skill measures, with r=0.69. A "diversion index" (DI=# of non-ideal cards in attempt/total # of cards in attempt) was calculated for each attempt made by each student on each of the scenarios. A pattern in diversion indices was revealed, and generalized into a model consisting of four stages: discovery, refinement, solution and exploration. This model is suggested as one way students may approach simulation learning. Six volunteers were interviewed to determine students' opinions regarding the effects of the simulation. Students stated that the simulation helped with the development of in-depth knowledge about out-of-air emergencies, but not with the development of out-of-air emergency skills. Students said that they liked the simulation and enjoyed using it. Implications of the study are discussed with emphasis on research methodology, diver education, and environmental education, and a number of suggestions for future research are offered. en
dc.language.iso en_US en
dc.publisher Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1993 en
dc.relation.ispartofseries Thesis (University of Lethbridge. Faculty of Education) en
dc.subject Scuba diving -- Study and teaching -- Simulation methods en
dc.subject Scuba diving -- Computer assisted instruction en
dc.subject Dissertations, Academic en
dc.title Effects of a hypertext-based simulation in high school scuba instruction en
dc.type Thesis en
dc.publisher.faculty Education

Files in this item

This item appears in the following Collection(s)

Show simple item record

Related Items

Search DSpace


Advanced Search

Browse

My Account

Statistics