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Rethinking PowerPoint Slide Design for Multimedia Learning
Abstract
This analysis investigates two differential PowerPoint slide designs-presentation and teleprompter-for multimedia learning. Eye tracking measures assessed differences in fixations. Participants demonstrated greater fixation counts for teleprompter slides, measures of aesthetic liking evidenced that slides incorporating imagery resulted in more pleasurable learning experiences, and visually-based slides influenced more reflective learning and greater activation of information processing. The results offer practical advice for instructors wishing to increase the slide design effectiveness for improved multimedia learning.
... Media interaktif menuntun siswa secara tuntas untuk menguasai materi dengan cepat dan menarik. Banyak penelitian mengkonfirmasi dampak positif penggunaan powerpoint dalam proses pembelajaran (Chávez Herting et al., 2023;Gulo & Harefa, 2022;Ishartono et al., 2022;Lasut et al., 2022;LeFebvre et al., 2022;León & García-Martínez, 2021). Media pembelajaran interaktif Powerpoint telah terbukti menjadi alat yang efektif dalam pembelajaran jarak jauh maupun tatap muka. ...
... Media interaktif menuntun siswa secara tuntas untuk menguasai materi dengan cepat dan menarik. Banyak penelitian mengkonfirmasi dampak positif penggunaan powerpoint dalam proses pembelajaran (Chávez Herting et al., 2023;Gulo & Harefa, 2022;Ishartono et al., 2022;Lasut et al., 2022;LeFebvre et al., 2022;León & García-Martínez, 2021). Media pembelajaran interaktif Powerpoint telah terbukti menjadi alat yang efektif sehingga peneliti tertarik untuk mengembangkan guna meningkatkan literasi budaya dan kewarganegaraan di sekolah dasar. ...
This study aims to develop interactive PowerPoint media to increase cultural literacy and citizenship in schools. This research is an R&D research referring to the Borg & Gall model covering 7 of 10 stages, namely information gathering, planning, preliminary product development, initial field trials, initial product revisions, main field trials, and main product revisions. Data collection techniques using observation, interviews, questionnaires, product assessment, and tests. The study results showed that PowerPoint interactive learning media is valid to use and can increase cultural literacy and citizenship in thematic learning in elementary schools .
... Additionally, technology also facilitates the delivery of learning materials to ensure academic activities continue even though it is not conducted face-to-face. [5], [6]. There was also a tendency to increase online games as a form of entertainment and relaxation during the pandemic [7]. ...
... Fourth stage: Assignment, which is an independent activity to develop learning materials into digital content, projected into e-learning system content [19]. In addition, it is also directed at improving the quality of content [6]. ...
Background: The need to increase the mastery of Information and Computer Technology (ICT) in teaching and learning activities is essential and urgent, especially during the COVID-19 pandemic. The PowerPoint application is a popular application for creating learning content, but most teachers are only at the level of "powerpointers". SMK Negeri Windusari, as a vocational high school, requires an increase in the level of its educators, namely those who can increase learning outcomes, one of which is by developing multimedia content based on PowerPoint. This training was in collaboration with UNIMMA Informatics Engineering. It was attended by twenty-four teachers starting with a pre-test and ending with a post-test to measure the level of success. Contribution: Improving the quality of content to support learning outcomes. Method: The training on the use of ICT for learning begins with observation through a pre-test and ends with a presentation of the training results, and then measures progress using a post-test. Results: The results of the training showed that most of the participants showed improvement. Conclusion: This training is expected to be sustainable as a form of support for improving the quality of learning content
... Microsoft power point is a software that will help you create an effective, professional and easy presentation (Novriandami et al., 2023;Setiaji & Narmaditya, 2020). The advantages of PowerPoint media in learning include that the material to be conveyed in learning is more interesting, can create effective and efficient learning and learning material is delivered in its entirety through material pointers (LeFebvre et al., 2022;Siregar et al., 2023). Media power point is one way that can be done to explain something abstract. ...
This study aims to determine the effect of using multimedia on improving student learning outcomes on excretory system material in class XI SMA YPK Pematangsiantar. The total population of 64 people consisting of 2 classes and samples were taken by random assignment so that 2 classes were obtained, namely the control class (XI-3) 32 people and the experimental class (XI-1) 32 people. The control class was treated without using multimedia power point and the experimental class was treated using multimedia power point. Data analysis was carried out by finding the average (, standard deviation (S) and hypothesis testing (t test) at the significance level = 0.05. From the results of the study, the average post-test for the control class was 88 and the experimental class was 90.13 with a difference in learning outcomes of 2.13. From the results of hypothesis testing (t test) obtained tcount (2.790) > ttable (1.99) at a significance level of 0.05 and degrees of freedom (dk) = 62, then Ho rejected and Hais accepted, meaning that there is an effect of using multimedia power point to improve student learning outcomes on the material of the human excretory system in class XI SMA YPK Pematangsiantar. It was concluded that there was an effect of using multimedia on improving student learning outcomes in the material of the human excretory system of class XI SMA YPK Pematangsiantar.
Higher education (HE) faculty are increasingly teaching online. For many faculty, this represents a new instructional mode that comes with its own set of challenges but also with new instructional possibilities. One challenge is identifying innovative and effective active learning methods that academically engage online students. Along with other benefits, students learn more with instruction that includes active learning opportunities rather than simply passively attending, whether learning face-to-face or online. Fortunately, HE faculty have at their disposal numerous technology tools to increase active learning in their synchronous, asynchronous, and hybrid online courses. This technology presents several active learning technologies organized under these online instructional methods: content presentations, game-based and gamification activities, peer collaboration, and multimedia. Mostly, the technologies reviewed are free or relatively low-cost and easy to use, with some available within typical HE learning management systems.
The teaching and learning styles that teachers and students apply in their teaching and learning have dramatically changed due to technological advances particularly in computer. Technological advancements are affecting the way we teach and learn. Technology has found a profound home in the world of teaching and learning. Teaching/learning technologies (TLT) have received considerable attention of many including academicians in recent years. The promises of TLT vary for the respective publics. Many insist that students today do not learn well with traditional teaching and learning methods. They argue that students require presentations that are visual and stimulating. Classroom teachers hold the key to the effective use of technology to improve learning. Whatever the varying perceptions of the promises of teaching, leaning, technology, presentation instruction in the classroom, using the Web for teaching the bulk of their course, and many other faculty are considering adopting such technologies. This paper will examine some of the advantages and disadvantages of only one type of TLT, presentational technology in the classroom, and some of the issues for faculty to consider before adopting it.
Throughout history, scholars and laypeople alike have believed that our words contain subtle clues about what we are like as people, psychologically speaking. However, the ways in which language has been used to infer psychological processes has seen dramatic shifts over time and, with modern computational technologies and digital data sources, we are on the verge of a massive revolution in language analysis research. In this article, we discuss the past and current states of research at the intersection of language analysis and psychology, summarizing the central successes and shortcomings of psychological text analysis to date. We additionally outline and discuss a critical need for language analysis practitioners in the social sciences to expand their view of verbal behavior. Lastly, we discuss the trajectory of interdisciplinary research on language and the challenges of integrating analysis methods across paradigms, recommending promising future directions for the field along the way.
For the purpose of exploring strategies for multimedia learning object (LO) suggestion in customizable language learning support systems, particularly suggestion for learners with visual and verbal cognitive style preferences, a learning style based experiment was conducted in a Japanese grammar course. The support system under examination offers two learner modes: Open mode, which provides learners with both visual and verbal LOs, and Style-Matching mode, which provides visual learners with only visual LOs and verbal learners with only verbal LOs. Ninety students were assigned to three groups on the basis of their visual/verbal learning styles preferences and their previously measured learning achievement. Experimental group A studied with Open mode; experimental group B studied with Style-Matching mode; and the control group studied with verbal LOs from the course textbook. Learning performance differences among the three groups were examined in terms of (a) learning perception (including technology acceptance measures, cognitive load and satisfaction with learning mode) and (b) achievement differences. The control group had significantly lower scores on visual tasks than experimental groups, but no significant differences in scores were found on verbal tasks among these three groups. Moreover, despite the learners' report of significantly higher distraction in Open mode, the learning motivation of learners with stronger visual style preference improved more in Open mode than in Style-Matching mode.
Research Summary : Relying on ethnographic data from two consulting engagements, we find that strategists use three visual mechanisms (depiction, juxtaposition, and salience) to create PowerPoint slides. These visual mechanisms prompt meaning‐making through the conversations they stimulate, creating strategic visibility . As participants react to visuals, they enact revised interpretations of the strategy, reflecting strategic resonance . Based on the interactions among these three subprocesses ( visual mechanisms, strategic visibility , and strategic resonance ), we develop a process model for how visuals influence meaning making in strategy engagements. We contribute to existing strategy practice and process studies by explaining how visuals help broker divergent interpretations of a strategy and give rise to new understandings, especially when issues are politically sensitive or analytically complex.
Managerial Summary : The purpose of this study is to understand how strategists use visual information (specifically in PowerPoint slides), and its effects on the strategy process. We find that strategy conversations are influenced by the techniques strategists use to create slides, which in turn shape the kinds of follow‐up actions taken. The implications are that: (a) PowerPoint slides can be designed to help tackle complex issues, for instance, when participants have divergent opinions or in politically sensitive situations, and (b) those who craft and edit PowerPoint slides strongly influence the direction of the strategy. The skillful use of PowerPoint is therefore crucial in allowing managers to shape the nature and speed of strategy engagements.
There is a lack of consistency regarding the scales used to measure aesthetic pleasure within design. They are often chosen ad hoc or adopted from other research fields without being validated for designed artifacts. Moreover, many scales do not measure aesthetic pleasure in isolation, but instead include its determinants (e.g., novelty). Therefore, we developed a new scale to measure aesthetic pleasure and included scales to measure its known determinants for discriminant validity purposes, which automatically led to validating these determinants as well. In the exploratory phase, we identified highly reliable items representative of aesthetic pleasure and its determinants across product categories. In the validation phase, we confirmed these findings across different countries (Australia, the Netherlands, and Taiwan). The final scale consists of 5 items, “beautiful,” “attractive,” “pleasing to see,” “nice to see,” and “like to look at,” that together reliably capture the construct of aesthetic pleasure. Several recommendations are formulated regarding the application of this scale in design studies and beyond.
This study reexamined PowerPoint’s potential to enhance traditional pedagogical practices in higher education. The study addressed (1) the conditions under which PowerPoint meets students’ needs in typical lecture-based classrooms, (2) whether professors consider PowerPoint-based lectures more effective than lectures supported by material on chalkboards, and (3) whether PowerPoint is the best tool for what professors want to accomplish in the classroom. The study’s participants were seven faculty members at a four-year US Land Grant institution in the western Pacific serving both undergraduate and graduate students. The participants represented a variety of teaching disciplines from Psychology to English and from Art to Political Science. In the study, data were obtained through non-participant observations and follow-up questions. The findings of this study suggest the ways of using PowerPoint to meet students’ needs, as well as the professor’s needs, by shifting from a passive, teacher-centered (thus lecture-style) classroom to an interactive, student-centered classroom.
How well does PowerPoint support learning outside class? This project answers this question by data mining a large dataset of 1,413 PowerPoint files from 54 professors. PowerPoint text and image data were combined with course and faculty data, as well as server logs indicating how many times each file was downloaded. The results show that slide images do not lead to increased downloads. Instead, slides with a large number of concise bullet points were downloaded at higher rates. This suggests that slide best practices need to be revisited for learning outside class.
Around 10% of the population has dyslexia, a reading disability that negatively affects a person’s ability to read and comprehend texts. Previous work has studied how to optimize the text layout, but adapting the text content has not received that much attention. In this paper, we present an eye-tracking study that investigates if people with dyslexia would benefit from content simplification. In an experiment with 46 people, 23 with dyslexia and 23 as a control group, we compare texts where words were substituted by shorter/longer and more/less frequent synonyms. Using more frequent words caused the participants with dyslexia to read significantly faster, while the use of shorter words caused them to understand the text better. Amongst the control group, no significant effects were found. These results provide evidence that people with dyslexia may benefit from interactive tools that perform lexical simplification.
The present essay offers a comprehensive review of the effects of computer-generated slides in the classroom, beginning with an overview of the ongoing debate over whether. To date, much of this debate has been testimonial in nature; in an effort to move beyond testimonials, this essay will attempt to ground the pedagogical debate over PowerPoint in various learning theories. Extant research on such slides is examined in four subcategories: (1) student reactions; (2) learning outcomes; (3) learning styles; and (4) slide variation effects. This essay closes with a discussion of how various research findings help inform (but by no means settle) the debate over PowerPoint and pedagogy.
The use of PowerPoint (PPT)-based lectures in business classes is prevalent, yet it remains empirically understudied in business education research. The authors investigate whether students in the contemporary business classroom view PPT as a novel stimulus and whether these perceptions of novelty are related to students' self-assessment of learning. Results indicate that the degree of novelty that undergraduate business students associate with PPT-based teaching significantly relates to their perceptions of PPT's impact on cognitive learning and classroom interaction. Students' views of PPT as a novel stimulus are also associated with their perception of specific constructive and dysfunctional classroom behaviors and attitudes. The authors discuss their findings and offer implications for instructors and researchers in business education.
Presentations with PowerPoint, made possible by digitalization, are another step towards more visualization in the history of science communication. This new genre of communicating scientific knowledge to an audience combines several semiotic sign systems and therefore can be analysed as a form of multimodal discourse that integrates pictures, text, design, etc. on the slides, as well as spoken language, gestures, acts of pointing, etc. by the speaker. This study approaches the problem of multimodal discourse – how meaning is constituted by the different modes – empirically from a recipient’s perspective. To reconstruct the meaning-making process, the authors apply eye tracking and other methods of reception research in real-life scenarios as well as in laboratory settings.
The ubiquitous nature of PowerPoint begs the question, does PowerPoint enhance learning? This narrative explores the evidence for the effectiveness of PowerPoint and multimedia presentations in learning and information processing. Practical recommendations are provided for presentations.
The purpose of this study was to investigate whether there was a difference in student recall of information or in student verbal interaction after lectures using PowerPoint versus the same lectures featuring two traditional lecture formats (lecture with overhead transparencies and lecture without visual presentation aid). The results showed that the method of material presentation does affect students' retention of the information as measured by a multiple-choice quiz over lecture content. A one-way repeated measures ANOVA was conducted on students' quiz scores. Results of the analysis indicated that lectures presented by PowerPoint slides were more effective in terms of student retention than the other two formats: lecture with overhead transparencies or lecture without visual aids. There was no difference by presentation format in student duration or frequency of interaction.
We are in the midst of a technological revolution whereby, for the first time, researchers can link daily word use to a broad array of real-world behaviors. This article reviews several computerized text analysis methods and describes how Linguistic Inquiry and Word Count (LIWC) was created and validated. LIWC is a transparent text analysis program that counts words in psychologically meaningful categories. Empirical results using LIWC demonstrate its ability to detect meaning in a wide variety of experimental settings, including to show attentional focus, emotionality, social relationships, thinking styles, and individual differences.
In 2 experiments, high- and low-spatial ability students viewed a computer-generated animation and listened simultaneously (concurrent group) or successively (successive group) to a narration that explained the workings either of a bicycle tire pump (Exp 1) or of the human respiratory system (Exp 2). The concurrent group generated more creative solutions to subsequent transfer problems than did the successive group; this contiguity effect was strong for high- but not for low-spatial ability students. Consistent with a dual-coding theory, spatial ability allows high-spatial learners to devote more cognitive resources to building referential connections between visual and verbal representations of the presented material, whereas low-spatial ability learners must devote more cognitive resources to building representation connections between visually presented material and its visual representation.
Dual coding theory (DCT) explains human behavior and experience in terms of dynamic associative processes that operate on a rich network of modality-specific verbal and nonverbal (or imagery) representations. We first describe the underlying premises of the theory and then show how the basic DCT mechanisms can be used to model diverse educational phenomena. The research demonstrates that concreteness, imagery, and verbal associative processes play major roles in various educational domains: the representation and comprehension of knowledge, learning and memory of school material, effective instruction, individual differences, achievement motivation and test anxiety, and the learning of motor skills. DCT also has important implications for the science and practice of educational psychology — specifically, for educational research and teacher education. We show not only that DCT provides a unified explanation for diverse topics in education, but also that its mechanistic framework accommodates theories cast in terms of strategies and other high-level psychological processes. Although much additional research needs to be done, the concrete models that DCT offers for the behavior and experience of students, teachers, and educational psychologists further our understanding of educational phenomena and strengthen related pedagogical practices.
The measurement of a user's mental effort is a problem whose solutions may have important applications to adaptive interfaces and interface evaluation. Previous studies have empirically shown links between eye activity and mental effort; however these have usually investigated only one class of eye activity on tasks atypical of HCI. This paper reports on research into eight eye activity based features, spanning eye blink, pupillary response and eye movement information, for real time mental effort measurement. Results from an experiment conducted using a computer-based training system show that the three classes of eye features are capable of discriminating different cognitive load levels. Correlation analysis between various pairs of features suggests that significant improvements in discriminating different effort levels can be made by combining multiple features. This shows an initial step towards a real-time cognitive load measurement system in human-computer interaction.
We propose that aesthetic pleasure is a function of the perceiver's processing dynamics: The more fluently perceivers can process an object, the more positive their aesthetic response. We review variables known to influence aesthetic judgments, such as figural goodness, figure-ground contrast, stimulus repetition, symmetry, and prototypicality, and trace their effects to changes in processing fluency. Other variables that influence processing fluency, like visual or semantic priming, similarly increase judgments of aesthetic pleasure. Our proposal provides an integrative framework for the study of aesthetic pleasure and sheds light on the interplay between early preferences versus cultural influences on taste, preferences for both prototypical and abstracted forms, and the relation between beauty and truth. In contrast to theories that trace aesthetic pleasure to objective stimulus features per se, we propose that beauty is grounded in the processing experiences of the perceiver, which are in part a function of stimulus properties.
The objective of this study was to examine the variables that affect the use of PowerPoint by university professors. Based on the revised unified theory of acceptance and use of technology (UTAUT-2), a theoretical model adapted to the study context was proposed. The impact of the attitude towards PowerPoint, performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivations, and habit, in the intention to use and actual use of PowerPoint was evaluated. A survey was applied to 106 university professors from two Spanish universities, and the theoretical model was subsequently tested using a path analysis. The results suggest the existence of a direct non-critical path consisting of social pressure and habit, and an indirect critical path consisting of performance expectancy via the attitude towards PowerPoint. This research highlights the importance of critical reflection in the use of technological tools such as PowerPoint in classrooms. The practical implications of these findings to improve pedagogical practices are discussed.
Experiential learning theory states that reflection is just as important to learning as action. However, business educators often overlook reflection in their experiential learning activities, especially when it’s understood as a dialogue process. Drawing on reflective learning theory, we explored the case of an undergraduate business programme that has been combining experiential learning with three different reflective learning mechanisms for the past ten years. Results show that: (1) reflective dialogue is central for ensuring that impressions from experience translate into better-defined learning outcomes, (2) this dialogue process greatly benefits from a closely guided process, and (3) different reflection mechanisms contribute differently to the learning process. Considering how fast experiential learning has popularised in business schools, this study alerts educators to the importance of combining their experiential learning activities with a guided process of reflection. Otherwise, educators risk students extracting meagre, wrong or misleading impressions from their experience.
In this position paper we encourage the use of eye tracking measurements to investigate users' cognitive load while interacting with a system. We start with an overview of how eye movements can be interpreted to provide insight about cognitive processes and present a descriptive model representing the relations of eye movements and cognitive load. Then, we discuss how specific characteristics of human-computer interaction (HCI) interfere with the model and impede the application of eye tracking data to measure cognitive load in visual computing. As a result, we present a refined model, embedding the characteristics of HCI into the relation of eye tracking data and cognitive load. Based on this, we argue that eye tracking should be considered as a valuable instrument to analyze cognitive processes in visual computing and suggest future research directions to tackle outstanding issues.
In this extensively revised and updated edition, 168 alphabetically arranged articles provide comprehensive treatment of the main topics and writers in this area of aesthetics. Written by prominent scholars covering a wide-range of key topics in aesthetics and the philosophy of art. Features revised and expanded entries from the first edition, as well as new chapters on recent developments in aesthetics and a larger number of essays on non-Western thought about art. Unique to this edition are six overview essays on the history of aesthetics in the West from antiquity to modern times.
For hundreds of years verbal messages - such as lectures and printed lessons - have been the primary means of explaining ideas to learners. In Multimedia Learning Richard Mayer explores ways of going beyond the purely verbal by combining words and pictures for effective teaching. Multimedia encyclopedias have become the latest addition to students' reference tools, and the world wide web is full of messages that combine words and pictures. Do these forms of presentation help learners? If so, what is the best way to design multimedia messages for optimal learning? Drawing upon 10 years of research, the author provides seven principles for the design of multimedia messages and a cognitive theory of multimedia learning. In short, this book summarizes research aimed at realizing the promise of multimedia learning - that is, the potential of using words and pictures together to promote human understanding.
This article describes the ICAP framework that defines cognitive engagement activities on the basis of students’ overt behaviors and proposes that engagement behaviors can be categorized and differentiated into one of four modes: Interactive, Constructive, Active, and Passive. The ICAP hypothesis predicts that as students become more engaged with the learning materials, from Passive to active to constructive to interactive, their learning will increase. We suggest possible knowledge-change processes that support the ICAP hypothesis and address the limitations and caveats of the hypothesis. In addition, empirical validation for the hypothesis is provided by examining laboratory and classroom studies that focus on three specific engagement activities: note taking, concept mapping and self-explaining. We also consider how ICAP can be used as a tool for explaining discrepant findings, dictate the proper choice of a control condition, and evaluate students’ outputs. Finally, we briefly compare ICAP to existing theories of learning.
Much attention has been devoted to improving teaching pedagogy in economics; yet, one area that has generally lagged is the effective use of visuals. Evidence from cognitive and brain science suggests that the common approach of placing text onto slides does not improve student retention. This paper ties the literature from cognitive and brain science with that of economic education to show how visuals are more complementary to spoken lectures than words. This, in turn, leads to improved learning outcomes and a more enjoyable learning experience. The paper concludes with a concise summary of best practices, emphasizing easy-to-implement design techniques.
The present study will attempt to achieve this double objective — to gain an insight into the fundamental structures of educational behaviour in order to help explain the inertia that has weighed against educational reform. We will seek to penetrate everyday practice in Belgian primary education. The choice of the primary school as the object of study reflects not only the background to the research project but also the ferm belief that the essence of educational intervention is most clearly revealed at those levels at which educationalisation has penetrated most effectively. The period covered by the study has also been carefully selected. It runs from 1880 to 1970 and thus takes in the years in which the second industrial revolution made itself felt. To test the hypothetical continuity of educational behaviour, a deliberate choice has also :been made for three key periods in economic history, in which the social situation varied significantly: the 1880s, the 1930s and the 1960s. This sequence accentuates the cyclical pattern of economic development and sets out a kind of macro-historical line of discontinuity against which the internal dynamism of educational behaviour has been played out. The foundations of the `schoolish' society were laid during the first period with its 'écoles casernes'. It was during the second, meanwhile, that education became a mass phenomenon with authoritarian overtones — it is no coinci¬dence that Reform Pedagogy, which was diametrically opposed to such overtones, should also have emerged at this point. The third period heralded in the dismantling of the authoritarian model of education and, in theory at least, proclaimed the break¬through of the emancipatory model.
We have also attempted to capture the distinction between internal dynamism and external development — between continuity and discontinuity, if you will — by using conceptual tools such as 'hidden curriculum' and 'higher pedagogy', which have unmistakably pushed the micro-history of pedagogical behaviour in the direction
‘schooling'. We report on these efforts in the first chapter, which is devoted to ‘classroom history' . We finally decided to adopt pedagogical periodicals as our principal source. The selection of periodicals for further study was made according to the continuity-discontinuity hypothesis, based on predetermined criteria, such as ideological background (Catholic versus non¬ Catholic), pedagogical stance (progressive versus conservative) and practical involvement.
In addition to these periodicals, unpublished reports from teachers' conferences5 have also played an important part in the construction of our text. Our third and final main source con¬sisted of interviews carried out as part of earlier research, which have subsequently been complemented by new data. The content analyses of the source material were all encoded according to a predetermined system, stored in a database and prepared or further processing.
This empirical data concerning the history of primary schooling is examined in chapters II to IV, with a view to identifying the specific shape of its educational mission. Curriculum analysis plays a central role, as objectives and subject matter form the link par excellence in the teaching process (related to the grammar of schooling). Chapters V—VII explore the underlying patterns of educational interaction related to the grammar of educationalisation) in isolation from the specific subject matter. The view of teacher and pupil, their recurring relationship patterns as reflected in rituals, punishment and reward, and externally expressed in the use of time and space, are the key elements of this part of the study. The conclusion, finally links our findings back to the initial questions and basic concepts.
Reflection is widely posited as a professional practice and process that supports
students to learn through experience. Effective reflection for learning through
experience requires a high level of introspection and open-minded self-analysis, a
capacity for abstract learning, and self-regulation and agency that few students in
higher education innately possess. Reflection can, however, be learnt and taught
through strategic interventions and careful scaffolding. This paper outlines a new
framework for scaffolding reflection for learning through experience. The
framework was developed by the authors as a scaffolding aid to develop teachers’
ability to effectively incorporate reflection into experience-based learning
curriculum in higher education. The authors contend that scaffolding reflection
during each of four learning phases will positively contribute to learning through
experience.
How can we help students to understand scientific explanations of cause-and-effect systems, such as how a pump works, how the human respiratory system works, or how lightning storms develop? One promising approach involves multimedia presentation of explanations in visual and verbal formats, such as presenting computer-generated animations synchronized with computer-generated narration or presenting illustrations next to corresponding text. In a review of eight studies concerning whether multimedia instruction is effective, there was consistent evidence for a multimedia effect: Students who received coordinated presentation of explanations in verbal and visual format (multiple representation group) generated a median of over 75% more creative solutions on problem-solving transfer tests than did students who received verbal explanations alone (single representation group). In a review of 10 studies; concerning when multimedia instruction is effective, there was consistent evidence for a contiguity effect: Students generated a median of over 50% more creative solutions to transfer problems when verbal and visual explanations were coordinated (integrated group) than when they were not coordinated (separated group). Finally, in a review of six studies concerning for whom multimedia instruction is effective, Attribute x Treatment interactions indicated that multimedia and contiguity effects were strongest for low prior knowledge and high spatial ability students. Results are consistent with a generative theory of multimedia learning in which learners actively select, organize, and integrate verbal and visual information.
The integration of Microsoft's PowerPoint and other slideware programs into the classroom setting may hinder educational progress rather than help it. An examination of the literature focusing on Cognitive Load Theory recognizes that students' have a limited tolerance for the amount of sights and sounds on display at any given time, especially in learning environments. This article finds that an interdisciplinary approach is needed to effectively design slides that can educate without overloading the students.
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.
Although the use of animated visuals is both common and popular amongCbi designers, the theoretical and empirical foundations for their use have not been firmly established. Animated visuals represent a subset of instructional visuals; for this reason, general conclusions from research on static visuals are thought to extend to animated visuals. The extent to which animated visual research represents elaborations or departures from static visual research is questioned, however. The purpose of this paper is to review current empirical evidence of the effectiveness of animated visuals in instruction. Tentative design recommendations resulting from this review are presented. Current applications of computer animations in instruction are discussed and a brief summary of static visuals research is also presented.
Rated imagery and deep-structure complexity were compared as predictors of the free recall of English nominalizations. Three experiments, involving different lists, showed consistent positive effects of imagery but no effect of deep-structure complexity. Interactions of the two variables were inconsistent across experiments. A correlational analysis revealed that noun imagery alone was the best predictor of recall. The results indicate that an imagery interpretation of memory for nominalizations is plausible whereas one based on deepstructure complexity can be ruled out.
Student boredom within the school system has been widely studied and shown to be linked to various negative consequences such as diminished academic achievement, school dissatisfaction and truancy. However, little attention has been given to the issue of boredom within higher education and the current study aims to redress this balance. Two hundred and eleven university students completed questionnaires aimed at assessing contributors, moderators and consequences of their boredom. Results reveal that 59% of students find their lectures boring half the time and 30% find most or all of their lectures to be boring. The consequences of being bored included students missing future lectures and there was also a significant association between level of boredom and grade point average. The most important teaching factor contributing to student boredom is the use of PowerPoint slides, whilst the personality trait Boredom Proneness was the most important factor moderating the experience of boredom. Implications for future research and for teaching staff are outlined.
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