Fire evacuation skills: Cognitive-behavioral versus computer-mediated instruction

Fifty-six fourth-grade children participated in this study to assess three training procedures for relative effectiveness in acquiring fire emergency skills and attaining knowledge. The first training approach was behavioral, the second used animated graphics, and the third used still graphics. Each of the training groups was compared to a control group that received no treatment. Performance on dependent measures was assessed before and immediately after training. It was hypothesized that the behavioral and animated-graphics conditions would produce the greatest level of skill and knowledge acquisition. Results demonstrated a significantly higher level of fire emergency skill acquisition and knowledge attainment for both the behavioral and animated-graphics groups relative to the still-graphics group and the control group, which had no training. The value of using computer-mediated strategies for fire-safety skills training was demonstrated.