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However, several studies have demonstrated its many faults, such as the pre-formatted construction of discourse leading to the abuse of bullet point presentations," /> <meta name="twitter:image" content="https://0.academia-photos.com/129820779/44838199/35163968/s200_larissa.d_angelo.jpg" /> <meta property="fb:app_id" content="2369844204" /> <meta property="og:type" content="article" /> <meta property="og:url" content="https://www.academia.edu/42766968/PowerPoint_presentations_in_the_classroom_Re_evaluating_the_genre" /> <meta property="og:title" content="PowerPoint presentations in the classroom: Re-evaluating the genre" /> <meta property="og:image" content="http://a.academia-assets.com/images/open-graph-icons/fb-paper.gif" /> <meta property="og:description" content="Since the late 1990s, Microsoft PowerPoint has become the expected presentation genre. However, several studies have demonstrated its many faults, such as the pre-formatted construction of discourse leading to the abuse of bullet point presentations," /> <meta property="article:author" content="https://unibg.academia.edu/httpwww00unibgitstrutturastrutturasmstasprubrica1persona2355nomeLarissacognomeD27AngelotitoloProfssa" /> <meta name="description" content="Since the late 1990s, Microsoft PowerPoint has become the expected presentation genre. However, several studies have demonstrated its many faults, such as the pre-formatted construction of discourse leading to the abuse of bullet point presentations," /> <title>(PDF) Reassessing PowerPoint's Impact on Classroom Learning</title> <link rel="canonical" href="https://www.academia.edu/42766968/PowerPoint_presentations_in_the_classroom_Re_evaluating_the_genre" /> <script async src="https://www.googletagmanager.com/gtag/js?id=G-5VKX33P2DS"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-5VKX33P2DS', { cookie_domain: 'academia.edu', send_page_view: false, }); gtag('event', 'page_view', { 'controller': "single_work", 'action': "show", 'controller_action': 'single_work#show', 'logged_in': 'false', 'edge': 'unknown', // Send nil if there is no A/B test bucket, in case some records get logged // with missing data - that way we can distinguish between the two cases. // ab_test_bucket should be of the form <ab_test_name>:<bucket> 'ab_test_bucket': null, }) </script> <script> var $controller_name = 'single_work'; var $action_name = "show"; var $rails_env = 'production'; var $app_rev = '9f09610c2f3229e0a20f7b5f552176d855e7b0e3'; var $domain = 'academia.edu'; var $app_host = "academia.edu"; var $asset_host = "academia-assets.com"; var $start_time = new Date().getTime(); var $recaptcha_key = "6LdxlRMTAAAAADnu_zyLhLg0YF9uACwz78shpjJB"; var $recaptcha_invisible_key = "6Lf3KHUUAAAAACggoMpmGJdQDtiyrjVlvGJ6BbAj"; var $disableClientRecordHit = false; </script> <script> window.require = { config: function() { return function() {} } } </script> <script> window.Aedu = window.Aedu || {}; window.Aedu.hit_data = null; window.Aedu.serverRenderTime = new Date(1733858738000); window.Aedu.timeDifference = new Date().getTime() - 1733858738000; </script> <script type="application/ld+json">{"@context":"https://schema.org","@type":"ScholarlyArticle","abstract":"Since the late 1990s, Microsoft PowerPoint has become the expected presentation genre. However, several studies have demonstrated its many faults, such as the pre-formatted construction of discourse leading to the abuse of bullet point presentations, the limited format and size of slides that support minimum content and the ever-present risk of overwhelming viewers with too much text or data (Alley 2003, 2004, Robertshaw 2004, Gottlieb 1985, Keller 2003, Tufte 2003). Taking into consideration how the linguistic and visual elements, as well as the design and text organizations found in PowerPoint presentations have evolved in the last 20 years, the present paper analyses the negative effects that the default slide structure provided by Microsoft PPT, consisting of topic-subtopics and bullet points, has on the audience. The paper will then demonstrate the positive learning effects that the assertion evidence structure has on readers. The different retaining degree of three groups of undergraduate students are tested, after having exposed them to PPTs applying phrase headlines, phrase headlines and images or the assertion evidence structure.","author":[{"@context":"https://schema.org","@type":"Person","name":"Larissa D'Angelo"}],"contributor":[],"dateCreated":"2020-04-17","datePublished":"2018-01-01","headline":"PowerPoint presentations in the classroom: Re-evaluating the genre","identifier":{"@type":"PropertyValue","propertyID":"DOI","value":"10.6035/LanguageV.2018.10.3"},"image":"https://attachments.academia-assets.com/62989594/thumbnails/1.jpg","inLanguage":"en","keywords":["Multimodal Discourse Analysis","Multimodal Communication","PowerPoint"],"publication":"Language Value","publisher":{"@context":"https://schema.org","@type":"Organization","name":null},"sameAs":"https://doi.org/10.6035/LanguageV.2018.10.3","sourceOrganization":[{"@context":"https://schema.org","@type":"EducationalOrganization","name":"unibg"}],"thumbnailUrl":"https://attachments.academia-assets.com/62989594/thumbnails/1.jpg","url":"https://www.academia.edu/42766968/PowerPoint_presentations_in_the_classroom_Re_evaluating_the_genre"}</script><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/single_work_page/loswp-102fa537001ba4d8dcd921ad9bd56c474abc201906ea4843e7e7efe9dfbf561d.css" /><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/design_system/body-8d679e925718b5e8e4b18e9a4fab37f7eaa99e43386459376559080ac8f2856a.css" /><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/design_system/button-3cea6e0ad4715ed965c49bfb15dedfc632787b32ff6d8c3a474182b231146ab7.css" /><link rel="stylesheet" media="all" 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{"work":{"id":42766968,"created_at":"2020-04-17T08:16:31.120-07:00","from_world_paper_id":null,"updated_at":"2024-11-28T06:57:51.320-08:00","_data":{"doi":"10.6035/LanguageV.2018.10.3","abstract":"Since the late 1990s, Microsoft PowerPoint has become the expected presentation genre. However, several studies have demonstrated its many faults, such as the pre-formatted construction of discourse leading to the abuse of bullet point presentations, the limited format and size of slides that support minimum content and the ever-present risk of overwhelming viewers with too much text or data (Alley 2003, 2004, Robertshaw 2004, Gottlieb 1985, Keller 2003, Tufte 2003). Taking into consideration how the linguistic and visual elements, as well as the design and text organizations found in PowerPoint presentations have evolved in the last 20 years, the present paper analyses the negative effects that the default slide structure provided by Microsoft PPT, consisting of topic-subtopics and bullet points, has on the audience. The paper will then demonstrate the positive learning effects that the assertion evidence structure has on readers. The different retaining degree of three groups of undergraduate students are tested, after having exposed them to PPTs applying phrase headlines, phrase headlines and images or the assertion evidence structure.","ai_title_tag":"Reassessing PowerPoint's Impact on Classroom Learning","publication_date":"2018,,","publication_name":"Language Value"},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"PowerPoint presentations in the classroom: Re-evaluating the genre","broadcastable":true,"draft":false,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [129820779]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "control"; window.loswp.useOptimizedScribd4genScript = false; window.loswp.appleClientId = 'edu.academia.applesignon';</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":62989594,"attachmentType":"pdf"}"><img alt="First page of “PowerPoint presentations in the classroom: Re-evaluating the genre”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/62989594/mini_magick20200417-11318-1rmbrem.png?1587136827" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/images/single_work_splash/adobe_icon.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">PowerPoint presentations in the classroom: Re-evaluating the genre</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="129820779" href="https://unibg.academia.edu/httpwww00unibgitstrutturastrutturasmstasprubrica1persona2355nomeLarissacognomeD27AngelotitoloProfssa"><img alt="Profile image of Larissa D'Angelo" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/129820779/44838199/35163968/s65_larissa.d_angelo.jpg" />Larissa D'Angelo</a></div><div class="ds-work-card--detail"><p class="ds-work-card--detail ds2-5-body-sm">2018, Language Value</p><a class="js-loswp-work-card-doi-link ds2-5-body-sm ds2-5-body-link" href="https://doi.org/10.6035/LanguageV.2018.10.3" rel="nofollow">https://doi.org/10.6035/LanguageV.2018.10.3</a><div class="ds-work-card--work-metadata"><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">visibility</span><p class="ds2-5-body-sm" id="work-metadata-view-count">…</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">description</span><p class="ds2-5-body-sm">16 pages</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">link</span><p class="ds2-5-body-sm">1 file</p></div></div><script>(async () => { const workId = 42766968; const worksViewsPath = "/v0/works/views?subdomain_param=api&work_ids%5B%5D=42766968"; const getWorkViews = async (workId) => { const response = await fetch(worksViewsPath); if (!response.ok) { throw new Error('Failed to load work views'); } const data = await response.json(); return data.views[workId]; }; // Get the view count for the work - we send this immediately rather than waiting for // the DOM to load, so it can be available as soon as possible (but without holding up // the backend or other resource requests, because it's a bit expensive and not critical). const viewCount = await getWorkViews(workId); const updateViewCount = (viewCount) => { const viewCountNumber = Number(viewCount); if (!viewCountNumber) { throw new Error('Failed to parse view count'); } const commaizedViewCount = viewCountNumber.toLocaleString(); const viewCountBody = document.getElementById('work-metadata-view-count'); if (viewCountBody) { viewCountBody.textContent = `${commaizedViewCount} views`; } else { throw new Error('Failed to find work views element'); } }; // If the DOM is still loading, wait for it to be ready before updating the view count. if (document.readyState === "loading") { document.addEventListener('DOMContentLoaded', () => { updateViewCount(viewCount); }); // Otherwise, just update it immediately. } else { updateViewCount(viewCount); } })();</script></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">Since the late 1990s, Microsoft PowerPoint has become the expected presentation genre. However, several studies have demonstrated its many faults, such as the pre-formatted construction of discourse leading to the abuse of bullet point presentations, the limited format and size of slides that support minimum content and the ever-present risk of overwhelming viewers with too much text or data (Alley 2003, 2004, Robertshaw 2004, Gottlieb 1985, Keller 2003, Tufte 2003). Taking into consideration how the linguistic and visual elements, as well as the design and text organizations found in PowerPoint presentations have evolved in the last 20 years, the present paper analyses the negative effects that the default slide structure provided by Microsoft PPT, consisting of topic-subtopics and bullet points, has on the audience. The paper will then demonstrate the positive learning effects that the assertion evidence structure has on readers. The different retaining degree of three groups of undergraduate students are tested, after having exposed them to PPTs applying phrase headlines, phrase headlines and images or the assertion evidence structure.</p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":62989594,"attachmentType":"pdf","workUrl":"https://www.academia.edu/42766968/PowerPoint_presentations_in_the_classroom_Re_evaluating_the_genre"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":62989594,"attachmentType":"pdf","workUrl":"https://www.academia.edu/42766968/PowerPoint_presentations_in_the_classroom_Re_evaluating_the_genre"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div></div><div data-auto_select="false" data-client_id="331998490334-rsn3chp12mbkiqhl6e7lu2q0mlbu0f1b" data-doc_id="62989594" data-landing_url="https://www.academia.edu/42766968/PowerPoint_presentations_in_the_classroom_Re_evaluating_the_genre" data-login_uri="https://www.academia.edu/registrations/google_one_tap" data-moment_callback="onGoogleOneTapEvent" id="g_id_onload"></div><div class="ds-top-related-works--grid-container"><div class="ds-related-content--container ds-top-related-works--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="0" data-entity-id="14682887" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/14682887/Limitations_and_Pitfalls_of_PowerPoint_Presentations_">Limitations and Pitfalls of PowerPoint Presentations:</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="30864020" href="https://najranuniversity.academia.edu/AbuobiedaAbusharib">Abuobieda Abusharib</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="4383260" href="https://najranuniversity.academia.edu/moawiaalshiek">moawia A alshiek</a></div><p class="ds-related-work--abstract ds2-5-body-sm">This is a descriptive cross-sectional study conducted in Najran University College of Medicine in Saudi Arabia. The aim was to find out some of the disadvantages of the PowerPoint presentations from the students’ points of views. Only undergraduate medical students were included in the study. A questionnaire was designed that includes demographic data along with other data about PowerPoint presentations. One hundred and ten students participated in this study voluntarily, data was collected and analyzed using Statistical package for Social Sciences (SPSS Program). Result showed out of the total (n=110), 95(86%) of the students believed that PowerPoint presentations have a lot of pitfalls and limitations. Approximately half of the students 57(52%) reported that the most boring factor in the presentations was the large number of slides being presented. About 60 (54%) of the students considered that dim light was the first distracting factor. Whilst 28(25%) said that the flying text or slides during changing to the next one is the most distracting factors. Whereas, 74(67%) of the group reported that twenty to thirty slides per one hour presentation is quite suitable slides number in the presentations. Additionally, 73(66%) quoted that only six bullets in one slide were a quite suitable for effective presentation. Finally, 83(75%) of the whole group stated that mixing PowerPoint with conventional method of whiteboard chalks and talks is the most effective method of teaching. The authors concluded that most of the students believed that PowerPoint presentations have a lot of limitation which can make the presentation dull and boring. Also it is concluded that the use of integrated methods of chalks and talks in association with PowerPoint presentation is the most effective and satisfying tool for the students</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Limitations and Pitfalls of PowerPoint Presentations:","attachmentId":38387913,"attachmentType":"pdf","work_url":"https://www.academia.edu/14682887/Limitations_and_Pitfalls_of_PowerPoint_Presentations_","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/14682887/Limitations_and_Pitfalls_of_PowerPoint_Presentations_"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="105752098" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/105752098/How_the_design_of_presentation_slides_affects_audience_comprehension_A_case_for_the_assertion_evidence_approach">How the design of presentation slides affects audience comprehension: A case for the assertion-evidence approach</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="163938412" href="https://independent.academia.edu/GarnerJoanna">Joanna Garner</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2013</p><p class="ds-related-work--abstract ds2-5-body-sm">Engineering educators often create slides for classroom presentations to instruct students. In turn, engineering students often create slides for classroom presentations to demonstrate what they have learned. Given how often presentation slides are projected and viewed by engineering educators and students, those slides should follow principles of multimedia learning to foster high audience comprehension. Unfortunately, Microsoft PowerPoint, which is the dominant program for creating slides, does not incorporate these principles into its defaults. As a result, most educators and students in engineering create slides that violate these principles. To determine the effect of this violation, we compared learning outcomes in 110 engineering students who viewed a technical presentation in which the slides either integrated or violated six multimedia learning principles. The presentation slides that adhered to the six multimedia principles followed the assertion-evidence approach, while the presentation slides that violated the six multimedia principles followed commonly practiced defaults of PowerPoint. Essay responses from the 110 engineering students revealed superior comprehension and fewer misconceptions for the assertion-evidence group as well as lower perceived cognitive load. In addition, stronger recall occurred in this assertion-evidence group at delayed post-test. These findings support the use of the assertionevidence structure for presentations in engineering education.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"How the design of presentation slides affects audience comprehension: A case for the assertion-evidence approach","attachmentId":105132663,"attachmentType":"pdf","work_url":"https://www.academia.edu/105752098/How_the_design_of_presentation_slides_affects_audience_comprehension_A_case_for_the_assertion_evidence_approach","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/105752098/How_the_design_of_presentation_slides_affects_audience_comprehension_A_case_for_the_assertion_evidence_approach"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="51397470" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/51397470/Analyzing_the_Values_and_Effects_of_Powerpoint_Presentations">Analyzing the Values and Effects of Powerpoint Presentations</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="141785011" href="https://independent.academia.edu/WidiHadiyanti">Widi Hadiyanti</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Language and Language Teaching Journal</p><p class="ds-related-work--abstract ds2-5-body-sm">PowerPoint Presentation (PPtP) is now quite common in many aspects of life, not only at schools (Yilmazel-Sahin, 2007). It facilitates events in various ways owing to its practicality (Craig & Armenic, 2006). In classes, it provides advantages for both students and teachers, but it may be problematic as well (Davies et al., 2009; Oommen; Taylor, 2012). Therefore, Howard & Conway (1985) recommended verifying if students' viewpoints may maximize its contribution for class empowerment. This study focused on how students appreciated the values of PPP and how it affected lecturers. It involved 90 students responding to a questionnaire asking their standpoint about the use of PPP including commentary and suggestion. Results revealed that in general, participants out looked positively towards PPP and its impact to teachers. It aided students and teacher in the learning-teaching process, although it was occasionally blamed as not engaging or even boring.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Analyzing the Values and Effects of Powerpoint Presentations","attachmentId":69139537,"attachmentType":"pdf","work_url":"https://www.academia.edu/51397470/Analyzing_the_Values_and_Effects_of_Powerpoint_Presentations","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/51397470/Analyzing_the_Values_and_Effects_of_Powerpoint_Presentations"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="32432191" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/32432191/Understanding_and_Using_PowerPoint">Understanding and Using PowerPoint</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="202215" href="https://washington.academia.edu/DavidFarkas">David Farkas</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2005</p><p class="ds-related-work--abstract ds2-5-body-sm">The relatively new and controversial medium of PowerPoint presentations has generated much casual commentary but little careful analysis or empirical research. This rhetorical study attempts to advance our understanding of the medium and provides practical guidance regarding deck design, rehearsal, and performance. The study considers the reasons for the controversy surrounding PowerPoint, offers a taxonomy of the kinds of content that appear in decks, and looks closely at how presenters interact with individual slides, in particular the way in which they "synch" to each bullet point and then "launch" an oral gloss of that point. In addition, the study provides criteria for writing bullet points and suggests reasons why presenters include excess text on their slides.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Understanding and Using PowerPoint","attachmentId":52625738,"attachmentType":"pdf","work_url":"https://www.academia.edu/32432191/Understanding_and_Using_PowerPoint","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/32432191/Understanding_and_Using_PowerPoint"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="2007225" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/2007225/The_cognitive_load_of_PowerPoint_Q_and_A_with_Richard_E_Mayer">The cognitive load of PowerPoint: Q&A with Richard E. Mayer</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="2619474" href="https://independent.academia.edu/AtkinsonCliff">Cliff Atkinson</a></div><p class="ds-related-work--metadata ds2-5-body-xs">sociable media, 2006</p><p class="ds-related-work--abstract ds2-5-body-sm">Many people have opinions about PowerPoint, but few can speak on the topic with the authority of Richard E. Mayer, Ph.D., professor of psychology at the University of California, Santa Barbara. Named the most prolific researcher in the field of educational psychology, Rich is the author of 18 books and more than 250 articles and chapters. His 12 years of research in multimedia learning and problem solving have important implications for PowerPoint users.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The cognitive load of PowerPoint: Q\u0026A with Richard E. Mayer","attachmentId":29148760,"attachmentType":"pdf","work_url":"https://www.academia.edu/2007225/The_cognitive_load_of_PowerPoint_Q_and_A_with_Richard_E_Mayer","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/2007225/The_cognitive_load_of_PowerPoint_Q_and_A_with_Richard_E_Mayer"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="30915697" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/30915697/PowerPoint_A_tree_of_good_and_evil_Identifying_theoretical_frameworks_for_investigating_PowerPoint_presentations">PowerPoint: A tree of good and evil; Identifying theoretical frameworks for investigating PowerPoint presentations</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="36174523" href="https://carleton-ca.academia.edu/ArashAliFarhadipour">Ali (Arash) Farhadipour</a></div><p class="ds-related-work--abstract ds2-5-body-sm">This paper aims to briefly introduce and review the current literature discussing PowerPoint ‎presentations. After rendering a brief history of PowerPoint, this review indicates PowerPoint’s ‎limitations and advantages. By reviewing relevant researches, this paper also shows that ‎PowerPoint’s defective use ends in results ranging from the audience’s passive reception and ‎confusion to financial and fatal damages. More importantly, it reviews major existing theoretical ‎frameworks that have been employed, or may help with, investigating PowerPoint presentations ‎ranging from communication, theatre and film studies to cognitive science, rhetoric, and critical ‎discourse analysis. This review, also, reflects some of the recommendations by theorists on how to ‎improve PowerPoint presentations.‎</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"PowerPoint: A tree of good and evil; Identifying theoretical frameworks for investigating PowerPoint presentations","attachmentId":79793910,"attachmentType":"pdf","work_url":"https://www.academia.edu/30915697/PowerPoint_A_tree_of_good_and_evil_Identifying_theoretical_frameworks_for_investigating_PowerPoint_presentations","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/30915697/PowerPoint_A_tree_of_good_and_evil_Identifying_theoretical_frameworks_for_investigating_PowerPoint_presentations"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="15337242" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/15337242/PowerPoint_Presentation_Technology_and_the_Dynamics_of_Teaching">PowerPoint Presentation Technology and the Dynamics of Teaching</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="34456022" href="https://independent.academia.edu/RussellCraig1">Russell Craig</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Innovative Higher Education, 2006</p><p class="ds-related-work--abstract ds2-5-body-sm">This article presents a wide-ranging analysis of the use of PowerPoint technology in higher education. It addresses four overlapping issues. Has PowerPoint led to more effective learning? What impact has PowerPoint had on the dynamics of classrooms? What are some important aspects of the culture that accompanies PowerPoint? How has PowerPoint affected orality, visuality and literacy? The purpose of our article is to stimulate beneficial conversations about a prevalent educational software technology.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"PowerPoint Presentation Technology and the Dynamics of Teaching","attachmentId":43322320,"attachmentType":"pdf","work_url":"https://www.academia.edu/15337242/PowerPoint_Presentation_Technology_and_the_Dynamics_of_Teaching","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/15337242/PowerPoint_Presentation_Technology_and_the_Dynamics_of_Teaching"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="19687778" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/19687778/Empowering_PowerPoint_Slides_and_Teaching_Effectiveness">Empowering PowerPoint: Slides and Teaching Effectiveness</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="632849" href="https://touro.academia.edu/SabraBrock">Sabra Brock</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Interdisciplinary Journal of Information, Knowledge, …, 2011</p><p class="ds-related-work--abstract ds2-5-body-sm">In order to examine the effectiveness of using PowerPoint slides as a teaching aid in the postsec-ondary classroom, this exploratory study compared the impact on teaching effectiveness of the number and density of slides, as well as the use of visuals and other non-textual ...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Empowering PowerPoint: Slides and Teaching Effectiveness","attachmentId":42054347,"attachmentType":"pdf","work_url":"https://www.academia.edu/19687778/Empowering_PowerPoint_Slides_and_Teaching_Effectiveness","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/19687778/Empowering_PowerPoint_Slides_and_Teaching_Effectiveness"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="89458614" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/89458614/To_Slideware_or_Not_to_Slideware_Students_Experiences_with_Powerpoint_Vs_Lecture">To Slideware or Not to Slideware: Students' Experiences with Powerpoint Vs. Lecture</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="152221505" href="https://independent.academia.edu/AmareNicole">Nicole Amare</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Technical Writing and Communication, 2006</p><p class="ds-related-work--abstract ds2-5-body-sm">This study analyzes the performance and attitudes of technical writing students in PowerPoint-enhanced and in non- PowerPoint lectures. Four classes of upper-level undergraduates ( n = 84) at a mid-sized, Southern university taking a one-semester technical writing course were surveyed at the beginning and end of the course about their perceptions of PowerPoint. Of the four sections, two classes were instructed using traditional lecture materials (teacher at podium, chalkboard, handouts); the other two sections were instructed with PowerPoint presentations. All four classes were given the same pre- and post-test to measure performance over the course of the semester. Traditional lecture or PowerPoint presentations consisted of at least 50% of the course, with the remaining time spent on exercises and small group work. Results reveal that while most students say they preferred PowerPoint, performance scores were higher in the sections with the traditional lecture format.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"To Slideware or Not to Slideware: Students' Experiences with Powerpoint Vs. Lecture","attachmentId":93261734,"attachmentType":"pdf","work_url":"https://www.academia.edu/89458614/To_Slideware_or_Not_to_Slideware_Students_Experiences_with_Powerpoint_Vs_Lecture","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/89458614/To_Slideware_or_Not_to_Slideware_Students_Experiences_with_Powerpoint_Vs_Lecture"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="54007603" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/54007603/Common_use_of_PowerPoint_versus_the_Assertion_Evidence_Structure_A_cognitive_psychology_perspective">Common use of PowerPoint versus the Assertion-Evidence Structure: A cognitive psychology perspective</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="144140178" href="https://independent.academia.edu/SarahZappe">Sarah Zappe</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Technical …, 2009</p><p class="ds-related-work--abstract ds2-5-body-sm">Finds that the common practice of PowerPoint is heavily influenced by PowerPoint&#x27;s defaults Finds that the common practice of PowerPoint does not follow cognitive principles of multimedia learning Shows that the assertion-evidence slide structure is much more in ...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Common use of PowerPoint versus the Assertion-Evidence Structure: A cognitive psychology perspective","attachmentId":70579607,"attachmentType":"pdf","work_url":"https://www.academia.edu/54007603/Common_use_of_PowerPoint_versus_the_Assertion_Evidence_Structure_A_cognitive_psychology_perspective","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/54007603/Common_use_of_PowerPoint_versus_the_Assertion_Evidence_Structure_A_cognitive_psychology_perspective"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":62989594,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":62989594,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_62989594" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. 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