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dc.contributor.advisorHamilton, Kathryn L.
dc.contributor.advisorKeniston, Allen H.
dc.contributor.authorZellhoefer, Ashley S.
dc.contributor.authorMaule, Carson A.
dc.contributor.authorKoktavy, Nicole D.
dc.contributor.authorXiong, Amy K.
dc.contributor.authorSteffes, Amy E.
dc.contributor.authorChase, Johnathan C.
dc.contributor.authorHalberg, Ian A.
dc.descriptionColor poster with text and graphs describing research conducted by Carson A. Maule et al., advised by Kathryn L. Hamilton and Allen H. Keniston.en
dc.description.abstractResearch on the PowerPoint's efficacy as an aid to lectures is rarely guided by cognitive theory. However, Mayer's cognitive theory of multimedia learning is well-suited to guide the design of PowerPoint presentations. In this experiment student participants heard either a complete lecture at once or the same lecture interrupted by memory testing, the lecture itself delivered at a slow or fast pace, and both combinations of these variables accompanied by either detailed or briefly outlined PowerPoint slides.en
dc.description.sponsorshipUnitersity of Wisconsin--Eau Claire Office of Research and Sponsored Programs.en
dc.relation.ispartofseriesUSGZE AS589en
dc.subjectLearning--Audio-visual aids
dc.subjectMedia programs (Education)--Evaluationen
dc.subjectTeaching--Audio-visual aids
dc.subjectAudio-visual education--Evaluationen
dc.subjectComputer-assisted instruction--Evaluationen
dc.subjectMicrosoft PowerPoint (Computer file)--Educational aspectsen
dc.titleDo Lecture Pace, Detail, and Segmentation Affect Students' Comprehension of and Memory for a PowerPoint-Assisted Lecture?en

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  • Student Research Day
    Posters of collaborative student/faculty research presented at Student Research Day

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