Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1994 The threat matrix: a qualitative study of an instructional design process Robert Oren Kelly Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Curriculum and Instruction Commons, and the Library and Information Science Commons Recommended Citation Kelly, Robert Oren, "The threat matrix: a qualitative study of an instructional design process " (1994). Retrospective Theses and Dissertations. 10616. https://lib.dr.iastate.edu/rtd/10616 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. 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Ann Arbor, MI 48106 The threat matrix; A qualitative study of an instructional design process by Robert Oren Kelly A Dissertation Submitted to the Graduate Faculty in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY Department: Curriculum and Instruction Major: Education (Curriculum and Instructional Technology) Approved: Signature was redacted for privacy. In Charge of Major Work Signature was redacted for privacy. For the Department and Education Major Signature was redacted for privacy. For the Graduate College Iowa State University Ames, Iowa 1994 Copyright © Robert Oren Kelly, 1994. All Rights Reserved. ii DEDICATION This dissertation is dedicated to my son, Ryan Robert Kelly. Ryan, as you recall this experience, may it remind you of the importance of choosing a goal, working towards it, and at last achieving it. iii TABLE OP CONTENTS CHAPTER 1: INTRODUCTION TO THE STUDY 1 Ch^ganization of the Dissertation 1 Introduction 2 Bad{ground 3 Hie Uninvited Birthday Guest 6 The Hireat Matrix 11 Statement of the Problem 13 Research Questions 13 Significance of the Study 14 Summary 14 CHAPTER 2; FOUNDATIONS FOR THE STUDY 15 Constructivism 15 Cognitive Theoiy 20 Schema 23 Advance Oiganizers 30 Mnemonics 35 Hypertext/Hypermedia 41 Summaiy 43 CHAPTER 3: METHODOLOGY FOR THE STUDY 45 Introduction 45 Statement of the Problem 48 Research Questions 49 Significance of the Study 49 Research Methodology Used 49 Research Strategies 50 Single Case Study Method 50 iv Qualitative Methods 51 Triangulation 53 Participant Observation 56 Summary of Research Strategies Used 56 Implementation of the Research Strategies 59 CHAPTER 4: RESULTS OF THE STUDY 69 Introduction 69 Triangulation Process 69 Introduction 69 The SWOS Team and ISU Experts 70 The Triangulation Data 72 #1. Hypermedia 73 #2. Use of Video Disc 76 #3. Individualized Instruction 79 #4. Computer Platform 82 #5. Authoring Software 85 #6. Program Shell 87 #7. Metaphor 90 #8. Use of Quizzes 94 #9. Index of Lessons 97 #10. Cognitive Map 99 #11. Motivating and Informative 102 #12. Active Learner Involvement 105 #13. Advance Organizers 108 #14. Mnemonics 112 #15. Logical Flow of Lesson 114 #16. Screen Design 116 #17. Use of Color 120 #18. Text Readability 126 #19. Hypertext 130 #20. Navigation Aides 133 V #21. Button Placement 138 #22. Pop-up Information Boxes 141 #23. Use of Line Drawings 143 #24. Objectives of the Lesson 145 #25. Instructional Manuals 147 Summary of Triangulation Data 152 Course Evaluation and Prototype Assessment Data 158 Introduction 158 The Course Evaluation and Prototype Assessment Data 159 Summary of Course Evaluation and Prototype Assessment Data 159 Attitude Assessment Data 160 Introduction 160 The Attitude Assessment Data 161 Summary of Attitude Assessment Data and Their Mean Scores 161 Summary of Open-ended Question on Attitude Assessment Survey 163 Personal Literviews Data 164 Introduction 164 The Personal Interviews Data 165 Summary of Personal Interviews Data 166 Chronological Log Data 171 Introduction 171 The Chronological Log Data 172 Summary of Chronological Log Data 172 Participant Observer Field Notes Data 174 Introduction 174 The Participant Observer Field Notes Data 174 Summary of Participant Observer Field Notes Data 175 Choice of Computer Platform and Authoring Software 175 vi Decisions Related to Working with Classified Data 177 Collaborative Process of Working with the Client 178 Results of the Study: Chapter Summaiy 179 CHAPTER 5; SUMMARY OF THE STUDY, RECOMMENDATIONS, AND CONCLUSION 181 ïhe Problem 181 The Research Questions 181 Data Collection 183 Triangulation Data 183 Course Evaluation and Prototype Assessment Data 184 Attitude Assessment Data 185 Personal Interviews Data 185 Chronological Log Data 186 Participant Observer Field Notes Data 186 Findings 186 Recommendations for Further Research 192 Conclusions 193 REFERENCES 196 ACKNOWLEDGMENTS 209 APPENDKA: THE BLIND MEN AND THE ELEPHANT 212 APPENDIX B: THE THREAT MATRIX: A COMPUTER-BASED LESSON COMPUTER SCREEN QUIZZES 214 APPENDDC C: THE THREAT MATRIX : A COMPUTERS ASED LESSON TITLE SCREEN AND LESSON CONTENTS 217 vii APPENDIX D: THE THREAT MATRIX: A COMPUTER-BASED LESSON SHIP STUDY PAGE AND VIDEO IMAGE 219 APPENDIX E: THE THREAT MATRIX: A COMPUTER-BASED LESSON WEAPONS SYSTEM STUDY PAGE AND MISSILE LAUNCH 221 APPENDIX F: THE THREAT MATRIX: A COMPUTER-BASED LESSON SENSORS STUDY PAGE AND LONG SEARCH RADAR 223 APPENDIX G: THE THREAT MATRIX: A COMPUTER-BASED LESSON INDEX PAGE 225 APPENDDCH: THE THREAT MATRIX: A COMPUTER-BASED LESSON SAMPLE PAGES FROM USERS' MANUAL AND TECHNICAL REFERENCE MANUAL 227 APPENDIX I : COURSE EVALUATION AND PROTOTYPE ASSESSMENT DATA WRITTEN COMMENTS 239 APPENDIX J : COVER LETTER SENT TO PARTICIPANTS FOR ATTITUDE ASSESSMENT 242 APPENDIX K: THE ATTITUDE ASSESSMENT INSTRUMENT 245 APPENDIX L: RESPONSES TO OPEN-ENDED QUESTION ON ATTITUDE ASSESSMENT 247 APPENDK M: PERSONAL INTERVIEWS DATA, SUBJECTS 1-5 252 APPENDIX N: CHRONOLOGICAL LOG DATA 278 APPENDIX 0: PARTICIPANT OBSERVER FIELD NOTES DATA 283 APPENDIX P: PRESS RELEASES AND PUBLICATIONS 291 viii LIST OF TABLES Table 1; Chronology of Identification of Important Instructional Design Elements 60 Table 2; Identified Design Elements Considered but Not Included 66 Table 3: Triangulated Key Decisions 153 Table 4: Items in Attitude Assessment and Their Mean Scores 162 Table 5: Summarized Content of Personal Interviews 167 Table 6: Instructional Design Decisions Verified by Triangulation 182 Table 7: Key Decisions of SWOS Personnel and the ISU Experts 189 ix LIST OF FIGURES Figure 1: Identified Key Decisions Organized into Clustered Groupings 64 1 CHAPTER 1: INTRODUCTION TO THE STUDY Organization of the Dissertation This dissertation has five chapters. The computer-based lesson developed for this study was created for the Surface Warfare Officers School (SWOS) of the United States Navy. A substantial orientation to SWOS and its mission is included. The first chapter orients the reader to the subject of the study and then to the study itself as it identifies research questions and the significance of the study. The second chapter describes the foundations of the study. Chapter 3 describes the methodology and Chapter 4 explains the study's findings. Chapter 5 is a summary of the study. Chapter 1 begins with a general introduction to the Threat Matrix, which is the content focus of the computer-based lesson designed for this study. The Combat Information Center, which is the control center for all the strategic activities of the ship, is described. Background discussion about SWOS is provided to orient the reader to its purpose, schools of study, and training sequence. To place the content of the computer-based lesson in perspective, a scenario entitled "The Uninvited Birthday Guest" is presented. The scenario gives the reader