Do Lecture Pace and PowerPoint Detail Affect Students' Comprehension of and Memory for a PowerPoint-Assisted Lecture?

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Date
2009-01-30
Author
Xiong, Amy K.
Koktavy, Nicole D.
Maule, Carson A.
Steffes, Amy E.
Chase, Johnathan C.
Halberg, Ian A.
Zellhoefer, Ashley S.
Advisor(s)
Keniston, Allen H.
Hamilton, Kathryn L.
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Abstract
Research on the effectiveness of PowerPoint as an aid to leacture presentations is rarely guided by cognitive theory. However, Mayer's cognitive theory of multimedia learning is well-suited to guide the design of PowerPoint presentations and generating predictions about the effects of those presentatins on learners. This experiment tested the effects of either a fast or slow lecture accompanied by either a detailed or outlined PowerPoint display of the information.
Subject
Teaching--Audio-visual aids
Media programs (Education)--Evaluation
Posters
Audio-visual education--Evaluation
Learning, Psychology of
Computer-assisted instruction--Evaluation
Microsoft PowerPoint (Computer file)--Educational aspects
Learning--Audio-visual aids
Permanent Link
http://digital.library.wisc.edu/1793/31997
Description
Color poster with text and graph describing research conducted by Nicole D. Koktavy et al., advised by Kathryn L. Hamilton and Allen H. Keniston.
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