Using instructional techniques to educate and persuade youth
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Using instructional techniques to educate and persuade youth

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ICA Virtual Panel Presentation

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Using instructional techniques to educate and persuade youth Using instructional techniques to educate and persuade youth Presentation Transcript

  • Using Instructional Techniques to Educate and Persuade Youth ATV Riders to Be Safe Maria Brann, Ph.D. West Virginia University Brandi N. Frisby, Ph.D. University of Kentucky
  • General Overview
    • Graduate class engaged in experiential learning
      • Within the classroom
      • Within the community
    • Instructional communication
      • In message development
      • In delivery
      • In evaluation
  • Beginning the Project
    • The graduate students
    • Experiential learning project
    • Assessing the ATV problem
  • Assessment of the ATV Problem
    • Emergency room visits 33% since 2001
    • 44% of all accidents include a child under 12
    • WV has highest death rates, averaging 45 deaths per year
    • 92% of accidents are preventable
  • Experiential Learning – Graduate Students
    • Exposure
    • Participation
    • Identification
    • Internalization
    • Dissemination
  • Dissemination Process
    • Formative Research
      • Literature Search
      • 14 Focus Groups with 80 riders
    • Theoretical Framework
      • Theory of Planned Behavior
        • Knowledge, behavior, attitudes, intentions, norms, and perceived control
  • Target Audience
    • 3 middle schools
    • More than 100 middle
    • school students
    • (11-14 years old)
    • Presented in Health/Physical Education courses
    • Pre-test present and post-test post-test
  • Instructional Concepts in Message Development
    • Relevance
    • Clarity
    • Memorability
  • Instructional Concepts in Delivery
    • Credibility
    • Clarity
    • Engaged Learner Philosophy
    • Delivery Formats/Styles
    • Immediacy
  • Assessing Learning Outcomes
    • Cognitive Learning
      • Knowledge in 5 content areas
      • Overall perceived learning
    • Affective Learning
      • Affect toward this course
      • Likelihood of taking another similar course
    • Behavioral Learning
      • Self-reported riding behaviors
      • Communicating with others about safety
  • Learning Outcome Results
    • Cognitive Learning
      • Knowledge increased from T1 to T2, one area remained significant at T3
      • Students believed they learned a great deal
    • Affective Learning
      • 85% reported that they liked the content, and 69% reported they would like to take another course
    • Behavioral Learning
      • No behavioral riding changes
      • Students reported that they were willing to (and did) talk to others
  • Experiential Learning - Adolescents
    • Exposure
    • Participation
    • Identification
    • Internalization
    • Dissemination
  • Extending Beyond the Classroom
    • Community outreach through instruction
    • Community involvement to develop instruction
    • University collaboration to improve delivery and messages
    • Extending beyond university and middle schools
      • Media Recognition
      • Parents, Teachers, and Friends
      • Other Schools
  •  
      • Click here to see: Local News Clip
  • To Conclude
    • Experiential Learning
      • With graduate students
      • With adolescents
    • Utility of Instructional Communication
      • In message development
      • In message delivery
      • In learning outcome assessment
    • Instruction in the Classroom and Beyond