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

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    KoktavySpr08.pdf (233.9Kb)
    KoktavySpr08.ppt (3.748Mb)
    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.
    Metadata
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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
    Type
    Presentation
    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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