Is there power in PowerPoint? A field test of the efficacy of PowerPoint on memory and recall of religious sermons

The purpose of this study was to determine if the use of PowerPoint as an information communication tool would enhance recall of information presented in a non-classroom field setting. We examined the effect of PowerPoint on the recall of information presented in religious sermons. Three test conditions were examined: (1) PowerPoint slides containing words only, (2) slides containing visual images only, and (3) slides containing both words and visual images, along with a control condition in which information was presented without the use of the PowerPoint slides. In addition, we tested the type of information recall: information about the slides, information about the slide content, and general recall of information from the sermon. While there were limited differences in recall based on the treatment conditions and the type of information being recalled, overall the use of the PowerPoint slides did not appear to have a significant effect on subjects’ ability to recall information. We conclude that greater effort must be made to understand the effects of PowerPoint presentations on human memory and cognition.     

Information retention from PowerPoint and traditional lectures

The benefit of PowerPoint^™ is continuously debated, but both supporters and detractors have insufficient empirical evidence. Its use in university lectures has influenced investigations of PowerPoint’s effects on student performance (e.g., overall quiz/exam scores) in comparison to lectures based on overhead projectors, traditional lectures (e.g., “chalk-and-talk”), and online lectures. Thus far, comparisons of overall exam scores have yielded mixed results. The present study decomposes overall quiz scores into auditory, graphic, and alphanumeric scores to reveal new insights into effects of PowerPoint presentations on student performance. Analyses considered retention of lecture information presented to students without the presence of PowerPoint (i.e., traditional lecture), auditory information in the presence of PowerPoint, and visual (i.e., graphic and alphanumeric) information displayed on PowerPoint slides. Data were collected from 62 students via quiz and questionnaire. Students retained 15% less information delivered verbally by the lecturer during PowerPoint presentations, but they preferred PowerPoint presentations over traditional presentations.     

The timing of online lecture slide availability and its effect on attendance, participation, and exam performance

The use of PowerPoint slides has become an almost ubiquitous practice in university classrooms, however little research has examined whether the timing of lecture slide availability to students (either before or after lecture) affects classroom behaviour or exam performance. Using a 2 (slide availability condition) × 2 (course type) between-subjects design, the present study examined lecture slide availability differences in attendance, participation, and exam performance in two courses – Research Methods and Cognitive Development – taught in both the Fall and Winter semesters. For each type of course, lecture slides were made available on the course website before lecture in one semester and after lecture in the other semester. Course material was held constant across semesters. Results showed that mean attendance was higher when slides were available before lecture, but only for the type of course that did not include attendance points as part of students’ final grades. For students who participated in class, participation was more frequent when slides were available before lecture. No significant difference in exam performance was found between lecture slide availability conditions, however. These findings suggest that making lecture slides available to students before lecture may lead to better overall attendance and participation, but exam performance is determined by more than just whether or not students have lecture slides available for their note-taking.     

iTunes University and the classroom: Can podcasts replace Professors?

iTunes University, a website with downloadable educational podcasts, can provide students the opportunity to obtain professors’ lectures when students are unable to attend class. To determine the effectiveness of audio lectures in higher education, undergraduate general psychology students participated in one of two conditions. In the lecture condition, participants listened to a 25-min lecture given in person by a professor using PowerPoint slides. Copies of the slides were given to aid note-taking. In the podcast condition, participants received a podcast of the same lecture along with the PowerPoint handouts. Participants in both conditions were instructed to keep a running log of study time and activities used in preparing for an exam. One week from the initial session students returned to take an exam on lecture content. Results indicated that students in the podcast condition who took notes while listening to the podcast scored significantly higher than the lecture condition. The impact of mobile learning on classroom performance is discussed.     

Film School for Slideware: Film,Comics, and Slideshows as Sequential Art

By studying what comics and film theory suggest about selecting and sequencing images, both regular slideware users and students learning about multimodal communication can find ways to use the software more effectively, creating more productive relationships among their audiences, their slides, and their rhetorical goals. Though some, like designer Edward Tufte, have suggested that programs such as Microsoft PowerPoint are too flawed to be used effectively, it is possible to create rhetorically effective slide presentations that make excellent use of visual design and take audience response into account, a fact reflected in the commentary of professional presenters and designers like Seth Godin, Nancy Duarte, and Garr Reynolds. By joining their advice to the observations of visual communication theorists such as Lev Kuleshov, Roland Barthes, and Scott McCloud, it is possible to improve slideware presentations not only on a slide-by-slide basis but also at the level of the sequence, where multiple slides work together to convey meanings and create significant audience-speaker interactions. To take note of the family resemblances among slideware, film, and comics as sequential visual forms is to begin to unlock the greater potential of slideware applications like Microsoft PowerPoint.     

PowerPoint’s power in the classroom: enhancing students’ self-efficacy and attitudes

The current study examined the effects of non-interactive computer assisted instruction on students’ performance, self-efficacy, motivation, and attitudes. Half the lectures presented to two Introduction to Psychology college classes were taught in a traditional lecture format and half were accompanied by PowerPoint multimedia. Lecture order was counterbalanced across classes. Whereas lecture style did not affect academic performance, students had more positive attitudes about the course and greater self-efficacy with PowerPoint. In the class that started with PowerPoint lectures, student motivation declined after PowerPoint stopped accompanying lectures. However, student motivation did not increase after PowerPoint was added in the other class.     

Slide presentations as speech suppressors: When and why learners miss oral information

The objective of this study was to test whether information presented on slides during presentations is retained at the expense of information presented only orally, and to investigate part of the conditions under which this effect occurs, and how it can be avoided. Such an effect could be expected and explained either as a kind of redundancy effect due to excessive cognitive load caused by simultaneous presentation of oral and written information, or as a consequence of dysfunctional allocation of attention at the expense of oral information occurring in learners with a high subjective importance of slides. The hypothesized effect and these potential explanations were tested in an experimental study. In courses about literature search and access, 209 university students received a presentation accompanied either by no slides or by regular or concise PowerPoint slides. The retention of information presented orally and of information presented orally and on slides was measured separately in each condition and standardized for comparability. Cognitive load and subjective importance of slides were also measured. The results indicate a “speech suppression effect” of regular slides at the expense of oral information (within and across conditions), which cannot be explained by cognitive overload but rather by dysfunctional allocation of attention, and can be avoided by concise slides. It is concluded that theoretical approaches should account for the allocation of attention below the threshold of cognitive overload and its role for learning, and that a culture of presentations with concise slides should be established.     

An Algebra for PowerPoint Sources

There are now millions of PowerPoint documents available within corporate intranets and/or over the Internet. In this paper, we develop a formal model of PowerPoint databases. We propose a relational style algebra called pptA (PowerPoint Algebra) to query PowerPoint databases. The algebra contains some new operators (such as the APPLY operator that changes properties of objects, slides and presentations) as well as interesting twists on relational operators (e.g. join and cartesian product allow different entities being joined together to share attributes whose values may be merged). We prove a set of equivalence results within this algebra. We have implemented a version of pptA—the paper provides a cost model and experimental results on the conditions under which these equivalences are useful.     

Tracking learners' visual attention during a multimedia presentation in a real classroom

The purpose of the study was to investigate university learners' visual attention during a PowerPoint (PPT) presentation on the topic of “Dinosaurs” in a real classroom. The presentation, which lasted for about 12–15 min, consisted of 12 slides with various text and graphic formats. An instructor gave the presentation to 21students whose eye movements were recorded by the eye tracking system. Participants came from various science departments in a national university in Taiwan, of which ten were earth-science majors (ES) and the other 11 were assigned to the non-earth-science group (NES). Eye movement indicators, such as total time spent on the interest zone, fixation count, total fixation duration, percent time spent in zone, etc., were abstracted to indicate their visual attention. One-way ANOVA as well as t-test analysis was applied to find the associations between the eye movement data and the students' background as well as different formats of PPT slides. The results showed that the students attended significantly more to the text zones on the PPT slides and the narrations delivered by the instruction. Nevertheless, the average fixation duration, indicating the average information processing time, was longer on the picture zones. In general, the ES students displayed higher visual attention than the NES students to the text zones, but few differences were found for the picture zones. When the students viewed those slides containing scientific hypotheses, the difference in attention distributions between the text and pictures reduced. Further analyses of fixation densities and saccade paths showed that the ES students were better at information decoding and integration.     

How to solve students’ problems in a flipped classroom: a quasi-experimental approach

With the adoption of online learning and the development of educational technologies, many universities and teachers are attempting to provide qualified teaching for their students. In order to improve students’ learning, the authors designed and provided flipped learning (FL) and treatment of online academic help-seeking (OAHS) in a computing course to help students develop computing skills for using Microsoft Word and PowerPoint. The participants in this study were 126 undergraduates from three classes taking a compulsory course titled “Applied Information Technology: Office Software.” According to the analysis, students who received the treatment of OAHS had significantly better computing skills for using Microsoft Word and PowerPoint than those without. However, the treatment of FL did not result in better development of students’ computing skills. Based on the results obtained, the authors present possible implications for online teachers, educators, and schools, particularly to assist those students who may feel bashful and are not willing to ask questions or seek for help in traditional classrooms. This study designs and provides reference for an integration of FL with OAHS to improve students’ learning outcomes.     

PowerPoint中模板的应用

本文介绍了利用ＰｏｗｅｒＰｏｉｎｔ制作幻片时使用模板使文稿具有优美，同的几种方法。     

Students’ perceptions of teaching technologies, application of technologies, and academic performance

This study examined business students’ perceptions of four objectives (i.e., Enjoyment, Learning, Motivation, and Career Application) across five teaching technologies (i.e., Projector, PowerPoint, Video, the Internet, and Lecture), business professors’ effective application of technologies, and students’ academic performance. We collected data from 215 students at a regional state university in the USA. We developed Students’ Perceptions of Technology Scale, SPOTS, specifically for the present study, used the most rigorous criteria, and investigated reliability, convergent and discriminant validity, exploratory and confirmatory factor analysis, and measurement invariance of this scale. Mean scores revealed that Video conveyed the highest amount of Enjoyment. PowerPoint provided the highest amount of Learning and Motivation. The Internet provided the highest Career Application for future jobs. Younger students preferred Video, whereas older students favored Lecture. Regression results showed that the use of Video for Learning, Projector and Lecture for Enjoyment, PowerPoint for career and Motivation, and the Internet for Learning contributed to professors’ teaching effectiveness. Students’ high ratings for professors’ effective use of the Lecture method and low expectation for the use of a Projector predicted their self-reported GPA (academic performance). Professors may use a different mix of technologies in the classroom and use them creatively in order to promote the most Learning for students and satisfy students’ Learning needs and objectives.     

基于惯性传感器的体感手环教学系统的设计

针对课堂教学过程中需要手握激光笔遥控PowerPoint幻灯片翻页和话筒出现啸叫的问题,本文设计了体感手环教学控制系统,该系统采用基于蓝牙传输的无线控制结构,对体感手环的惯性传感器和接收装置等硬件电路和软件流程进行设计,重点研究并提出了基于惯性传感器的手势动作定义和特征提取,并对话筒啸叫消除的实现方法进行论述。实验测试数据表明,系统识别向左或右、向上或下一挥的手势动作成功率在92%以上,误动作率在4%以内,能够控制PowerPoint幻灯片向上或向下翻页以及控制无线话筒的音量大小,可以实时缓解话筒啸叫引起的干扰,实现设计效果。     

The role of co-explanation and self-explanation in learning from design examples of PowerPoint presentation slides

The current study investigated how people learn design principles from examples of PowerPoint presentation slides through self-explanation and co-explanation. This study also explored a strategy to improve the effectiveness of co-explanation by integrating it with a collaborative design activity. Preservice teachers (n = 120) studied the design examples of PowerPoint presentation slides in four research conditions: co-explanation with design, co-explanation, self-explanation, and no prompt (control). Pairs of learners in the co-explanation condition explained fewer strengths and weaknesses of the design examples than nominal pairs in the self-explanation condition. Moreover, co-explanation was not more effective than self-explanation when it came to individual learning outcomes. In contrast, pairs in the co-explanation with design condition were more actively engaged in co-explaining design examples than pairs in the co-explanation condition. This study shows that co-explanation with design is more beneficial for constructing and sharing knowledge of design principles than co-explanation only. This study discussed a trade-off between constructive/interactive learning effects and transactional activity costs in co-explaining design examples.     

计算机辅助教学实时圈点系统的设计与实现

在计算机辅助教学过程中,教师们经常会用到教学课件的实时圈点功能。该文设计了一个计算机辅助教学实时圈点系统,并利用VB加以实现。该系统能使PowerPoint课件在演示时用规则的图形(如直线、方框、圆圈、椭圆等)进行实时圈点,有效的弥补了在PowerPoint软件中只能进行涂鸦式画线圈点的不足。并且,该系统还能实现作为多媒体教学课件有效补充的其他常见类型文档(如Word文档、Excel文档、Acrobat文档、文本文档、图片文档等)的规则图形实时圈点。     

‘Pretty Lights’ and Maths! Increasing student engagement and enhancing learning through the use of electronic voting systems

University classes in Mathematics are traditionally perceived to be uninspiring and devoid of active student–lecturer communication. Large undergraduate classes further compound the difficulty of engaging students and enabling viable student–lecturer feedback. At the Mathematics Education Centre, Loughborough University, some staff members have been using electronic voting systems (EVS) to enliven the classroom and enable large numbers of students to respond to questions in real time during class. In this paper, we present an evaluation case study, based on student perceptions, of the impact of EVS use on student learning and engagement. The results show that majority of students are hugely positive about the usefulness and overall advantageousness of EVS use in classes. Results also show that EVS use does increase the likelihood of students participating and engaging in class, as even students who do not view EVS as being particularly useful stated that they are more likely to participate in classes where EVS are used than otherwise. However, there seems to be no correlation between EVS use and improvement (or otherwise) in student grades.     

PowerPoint电子讲义的"迷航"问题及其解决策略

PowerPoint电子讲义(下简称PPT)是如今学校课堂教学中非常常用的媒体形式和教学资源整合工具,许多学科教师的教学从某种程度上已十分依赖这一软件工具,但其对教学内容以页面为单位的呈现方式,却容易使学生在听讲过程中出现"迷航"现象.本文结合自身的教学实践,对PPT制作和使用中的"迷航"问题提出了几种解决策略和实用的建议.     

Students’ perceptions of teaching technologies,application of technologies,and academic performance

This study examined business students’ perceptions of four objectives (i.e., Enjoyment, Learning, Motivation, and Career Application) across five teaching technologies (i.e., Projector, PowerPoint, Video, the Internet, and Lecture), business professors’ effective application of technologies, and students’ academic performance. We collected data from 215 students at a regional state university in the USA. We developed Students’ Perceptions of Technology Scale, SPOTS, specifically for the present study, used the most rigorous criteria, and investigated reliability, convergent and discriminant validity, exploratory and confirmatory factor analysis, and measurement invariance of this scale. Mean scores revealed that Video conveyed the highest amount of Enjoyment. PowerPoint provided the highest amount of Learning and Motivation. The Internet provided the highest Career Application for future jobs. Younger students preferred Video, whereas older students favored Lecture. Regression results showed that the use of Video for Learning, Projector and Lecture for Enjoyment, PowerPoint for career and Motivation, and the Internet for Learning contributed to professors’ teaching effectiveness. Students’ high ratings for professors’ effective use of the Lecture method and low expectation for the use of a Projector predicted their self-reported GPA (academic performance). Professors may use a different mix of technologies in the classroom and use them creatively in order to promote the most Learning for students and satisfy students’ Learning needs and objectives.     

AuthorWare与PowerPoint应用浅析

由于多媒体技术其强大的功能,多媒体技术越来越受到受到人们的欢迎。多媒体计算机辅助教学也越来越受到师生们的重视。AuthorWare和PowerPoint多媒体技术中两个非常重要的软件,也是CAI最常用的软件,该文通过对两者进行比较,以便人们在以后的使用过程中更好的选择软件,从而达到最优化的使用效果。     

Teaching someone to fish (review of Computers as Components: Principles of Embedded Computing System Design, 2nd ed. by Wayne Wolf; 2008) [Book reviews]

This is a review of Computers as Components: Principles of Embedded Computing System Design, by Wayne Wolf. Suitable for any introductory course in embedded systems design, the book can also serve in a more advanced capacity. The chapters have many worked examples, lists of questions that could serve as assignments and thought-out lab exercises, as well as a useful set of references for further reading and details on specific topics. In addition, a companion site online provides helpful supplemental material, such as PowerPoint slides for lecture preparation, errata, and labs.