Do Lecture Pace and PowerPoint Detail Affect Students' Comprehension of and Memory for a PowerPoint-Assisted Lecture?
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Authors
Xiong, Amy K.
Koktavy, Nicole D.
Maule, Carson A.
Steffes, Amy E.
Chase, Johnathan C.
Halberg, Ian A.
Zellhoefer, Ashley S.
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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.
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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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Univerity of Wisconsin--Eau Claire Office of Research and Sponsored Programs.