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The Cognitive Style of PowerPoint
... Slides are also beneficial in that they can be reused in future presentations. Although slides have many benefits, numerous problems with the use of presentation software have been indicated, such as the amount of information that is delivered and the monotony of such presentations (ReyNolds, 2007;Tufte, 2003). ...
We used an eye tracker to record and analyze the gaze of learners watching text and drawings being written, as in the case of a teacher writing on a blackboard. Many teachers and learners understand the benefit of using blackboards, but there remains insufficient scientific evaluation of their use. Course content presentation that includes in-process writing of text is highly characterized by the sequential presentation of the writing processes. We believe that this presents a visualization of the thought process, and is thus far richer in educational information than simple presentation of completed forms. We focus on gaze during the presentation of graphs and equations as fundamental research to elucidate the benefit of presenting the writing process.
... Students suggested that bullet points helped them to better understand the relationships between ideas. Previous research (Tufte, 2003) suggested that the effectiveness of bullet points in PowerPoint slides is limited as these are only able to display one kind of relationship. Whilst this may be the case, the students in our study preferred the organisational structure provided by bullet points to large amounts of text. ...
Generative Artificial Intelligence (GenAI) has had a disruptive effect on teaching and learning in Higher Education contexts. This paper addresses the need to examine students' perceptions and acceptance of teacher usage of GenAI in real-world classroom settings. Using a qualitative research design, we explore student acceptance and perceptions of AI-assisted learning materials, specifically presentation slides generated by Microsoft PowerPoint Designer. The study draws its sample from one of the top transnational universities in China. Two rounds of focus group interviews with a total of 11 final-year undergraduate students majoring in Supply Chain Management were conducted in November 2023 in which students were asked to evaluate teacher PowerPoint slides created using AI assistance. Our analysis reveals that while students generally have a favourable opinion of instructor usage of AI-assisted PowerPoint slides, they are also well-aware of the challenges and limitations associated with GenAI in PowerPoint creation. Students expressed substantial concerns regarding the design of AI-assisted PowerPoint content including issues with structure, consistency between text and images, and even text font, size, and colour. This study contributes to the literature on student acceptance of technology. It also provides practical insights into the use of AI-assisted learning resources and highlights the support needed for both teachers and students to utilise these tools efficiently and in a way, which creates value.
... The sentence assertion of the A-E headline is a brief summary of the speech that the presenter delivers for the slide, rather than a repetition of the entire text (Atkinson 2005(Atkinson , 208 -216, 2006. Another issue with having bullet lists is that the connections between details are not fully differentiated (Shaw and colleagues 1998;Tufte 2003a) which in turn audiences may still have problems to comprehend the relationships between ideas written on the slide while listening to the presenter at the same time. ...
This study was conducted to identify the common practice of English and Mongolian slides in presentations of state university undergraduate and graduate Mongolian students in engineering, business administration, agricultural, law management and pedagogy. The success of any university's graduate and undergraduate students will depend on their abilities, attitudes, and professional skills. They need to prepare slides to demonstrate what they have learned and present them in their classroom, conference and project. Those slides should adhere to principles of multimedia learning to enhance the audience comprehension. Unfortunately, students tend to commonly use Microsoft PowerPoint which does not follow these principles. We try to analyze the consistency of the slides collected from four public university students with the assertion-evidence (A-E) slide structure considered as more effective methods and understand the factors which influence the common use of slides on presentation. The presentation slides analyzed revealed that the majority of the slides are not in line with the assertion-evidence approach adhering the principles of fostering learning. The results of our study support the application of the assertion-evidence structure for presentations in the higher education sector in Mongolia. Хураангуй Энэхүү судалгааг монгол оюутнуудын англи монгол хэлээр бичсэн илтгэлийн бүтцийн нийтлэг хэв маягыг тодорхойлох зорилгоор хийсэн болно. Уг судалгаагаар инженер, бизнесийн удирдлага, хөдөө аж ахуй, хууль эрх зүй, сурган хүмүүжүүлэх чиглэлээр сурч буй төрийн өмчит их сургуулийн бакалавр, магистр, докторын хөтөлбөрийн оюутнуудын илтгэлд дүн шинжилгээ хийсэн. Аливаа их сургуулийн оюутнуудын амжилт нь тэдний мэдлэг, чадвар, хандлага, мэргэжлийн ур чадвараас ихээрхэн хамаардаг. Оюутнууд сурч мэдсэн зүйлээ илтгэл хэлбэрээр бэлдэж, бусдад танилцуулах шаардлагатай байнга тулгардаг. Оюутнууд суралцах хугацаандаа өөрсдийн бэлдсэн илтгэлийг анги, хамт олон, хурал, төслийн багт хэлэлцүүлэх хэрэгтэй байдаг бөгөөд тэдний бэлдсэн илтгэл нь сонсогчдод ойлгомжтой, харагдах байдал, илэрхийлэх гол утга санаа нь тодорхой зарчим баримталсан байх ёстой. Харамсалтай нь, оюутнуудын ихэвчлэн хэрэглэдэг Microsoft PowerPoint программд дээрх зарчмыг хэрэглэх, ашиглахад бэрхшээл тулгардаг. Судалгаанаас харахад, оюутнуудын бэлдсэн ихэнх илтгэл нь дээр дурдсан шаардлагыг хангахгүй байна. Иймээс суралцах чадварыг нэмэгдүүлсэн, ахиц гаргасан илтгэлийн өөр бүтцийг хэрэглэх шаардлагатай байна.
... An important feature of the targeted course is the integration of the assertion-evidence (A-E) method for slide design [12]. Traditional use of PowerPoint has relied heavily on text and point-subpoint structures, but experts agree this default method of presentation is counterintuitive to learning outcomes [13,14]. One reason is because when audiences are presented with text heavy slides the audience quickly experiences cognitive overload where they become overwhelmed by information presented in written and spoken form [13]. ...
... PowerPoint was first created as a means of printing these overhead transparencies and only later as a form of designing and projecting the presentation itself (see Pias 2020, 296-99). Thus, although there were presentation technologies related to the history and development of PowerPoint that were originally conceived as interactive formats for modeling thinking and for work that is collaborative and creative, in the educational context of today, the default PowerPoint often displays sequentially organized material presented through bullet points, summaries, graphics, and performative oration (see Coy and Pias 2009;Robles-Anderson and Svensson 2016;Knoblauch 2008;Tufte 2003;Frommer [2010] 2012). While one person speaks, the whole group listens and epigraphically reads: ...
The COVID-19 pandemic has reorganized existing methods of exchange, turning comparatively marginal technologies into the new normal. Multipoint videoconferencing in particular has become a favored means for web-based forms of remote communication and collaboration without physical copresence. Taking the recent mainstreaming of videoconferencing as its point of departure, this anthology examines the complex mediality of this new form of social interaction. Connecting theoretical reflection with material case studies, the contributors question practices, politics and aesthetics of videoconferencing and the specific meanings it acquires in different historical, cultural and social contexts.
... PowerPoint was first created as a means of printing these overhead transparencies and only later as a form of designing and projecting the presentation itself (see Pias 2020, 296-99). Thus, although there were presentation technologies related to the history and development of PowerPoint that were originally conceived as interactive formats for modeling thinking and for work that is collaborative and creative, in the educational context of today, the default PowerPoint often displays sequentially organized material presented through bullet points, summaries, graphics, and performative oration (see Coy and Pias 2009;Robles-Anderson and Svensson 2016;Knoblauch 2008;Tufte 2003;Frommer [2010] 2012). While one person speaks, the whole group listens and epigraphically reads: ...
bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Introduction: This article provides a critical interface analysis of the US Citizenship and Immigration Services (USCIS) website to reveal how systemic oppressions embedded in governmental websites create injustice among minoritized communities. Literature review: We situate this research within the existing scholarship about the multilingual user interface, usability studies, and the issues of linguistic social justice as it intersects with technical and professional communication. Research questions: 1. How does the USCIS website's content cater to diverse immigrant populations in terms of usability, specifically considering Web Content Accessibility Guidelines (WCAG) for accessible websites? 2. From a user-experience perspective, are the USCIS website navigation tools obtrusive in presenting information? Are there issues of power and privilege through the inclusion/exclusion of certain voices? 3. What ideological and cultural assumptions does its interface design impart to diverse website users through its tools, content organization logic, and visual style? Research method: Working under the critical interface analysis framework and adopting a walkthrough approach, we analyze the official website of the USCIS. Results/discussion: The USCIS website prioritizes English or Spanish proficiency, potentially excluding users with other diverse language backgrounds. First-time users lack immediate access to essential features, and the site overlooks the needs of its diverse immigrant population, with limited language options, multimedia resources, and occasional discrepancies in content. Using terms like “alien” contradicts the inclusive image the US aims for. The Multilingual Resource Center faces document translation shortages, contributing to a potential digital divide. Inclusive design choices are crucial for creating a welcoming environment and addressing these concerns. Conclusion: These findings have implications for understanding the rhetorics of immigration policy, power, identity, and government perceptions.
The use of information and communication technologies (ICT) has become ubiquitous in modern education. PowerPoint (PP) is a popular presentation software which can be successfully exploited in foreign language teaching settings, however, its effectiveness depends on the teacher’s resourcefulness. This paper highlights the benefits and limitations of applying PP to design an ESL/EAP lesson and presents practical examples of implementing the slideware to facilitate the teaching/learning process.
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