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

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dc.contributor.advisorKeniston, Allen H.
dc.contributor.advisorHamilton, Kathryn L.
dc.contributor.authorXiong, Amy K.
dc.contributor.authorKoktavy, Nicole D.
dc.contributor.authorMaule, Carson A.
dc.contributor.authorSteffes, Amy E.
dc.contributor.authorChase, Johnathan C.
dc.contributor.authorHalberg, Ian A.
dc.contributor.authorZellhoefer, Ashley S.
dc.date.accessioned2009-01-30T21:19:37Z
dc.date.available2009-01-30T21:19:37Z
dc.date.issued2009-01-30T21:19:37Z
dc.descriptionColor poster with text and graph describing research conducted by Nicole D. Koktavy et al., advised by Kathryn L. Hamilton and Allen H. Keniston.en
dc.description.abstractResearch 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.en
dc.description.sponsorshipUniverity of Wisconsin--Eau Claire Office of Research and Sponsored Programs.en
dc.identifier.urihttp://digital.library.wisc.edu/1793/31997
dc.language.isoen_USen
dc.relation.ispartofseriesUSGZE AS589en
dc.subjectTeaching--Audio-visual aids
dc.subjectMedia programs (Education)--Evaluationen
dc.subjectPostersen
dc.subjectAudio-visual education--Evaluationen
dc.subjectLearning, Psychology ofen
dc.subjectComputer-assisted instruction--Evaluationen
dc.subjectMicrosoft PowerPoint (Computer file)--Educational aspectsen
dc.subjectLearning--Audio-visual aids
dc.titleDo Lecture Pace and PowerPoint Detail Affect Students' Comprehension of and Memory for a PowerPoint-Assisted Lecture?en
dc.typePresentationen

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