Difference between revisions of "Multimedia Presentations"

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'''Bartsch & Cobern, 2003.'''  This study, titled "Effectiveness of PowerPoint Presentations in Lectures," examined that differences in preference, perceived learning and test performance between class units taught using transparencies, a basic powerpoint presentation and an advanced powerpoint presentation including images and sounds.  Students were surveyed directly after each lecture and at the end of the course and performance was measured using class averages on assessments administered for each unit.  The study found no significant difference in preference between the three modes of presentation for end-of-class ratings, but a preference for powerpoints in the end-of-semester ratings.  Students believed they learned more from both types of powerpoint presentations than from transparencies.  It was found that students performed about 10% worse on the units taught using the advanced powerpoint presentation that included images and sounds.  Upon this finding, researchers decided to examine the effect of relevant and irrelevant powerpoint images on test performance and enjoyment.  Participants were shown 30 slides that included a fact and an image that was either relevant or irrelevant to the fact.  Afterwards, participants were given a test on the slides' information.  It was found irrelevant images had a significant negative effect on both performance and enjoyment.  On the other hand, relevant images had neither a negative nor positive effect on performance and enjoyment of the material.  Click [http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ778703&ERICExtSearch_SearchType_0=no&accno=EJ778703/ here] to see the study.
 
'''Bartsch & Cobern, 2003.'''  This study, titled "Effectiveness of PowerPoint Presentations in Lectures," examined that differences in preference, perceived learning and test performance between class units taught using transparencies, a basic powerpoint presentation and an advanced powerpoint presentation including images and sounds.  Students were surveyed directly after each lecture and at the end of the course and performance was measured using class averages on assessments administered for each unit.  The study found no significant difference in preference between the three modes of presentation for end-of-class ratings, but a preference for powerpoints in the end-of-semester ratings.  Students believed they learned more from both types of powerpoint presentations than from transparencies.  It was found that students performed about 10% worse on the units taught using the advanced powerpoint presentation that included images and sounds.  Upon this finding, researchers decided to examine the effect of relevant and irrelevant powerpoint images on test performance and enjoyment.  Participants were shown 30 slides that included a fact and an image that was either relevant or irrelevant to the fact.  Afterwards, participants were given a test on the slides' information.  It was found irrelevant images had a significant negative effect on both performance and enjoyment.  On the other hand, relevant images had neither a negative nor positive effect on performance and enjoyment of the material.  Click [http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ778703&ERICExtSearch_SearchType_0=no&accno=EJ778703/ here] to see the study.
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'''Jamet & Le Bohec, 2006.''' Click [http://www.sciencedirect.com/science/article/pii/S0361476X06000294/ here] to see the study.

Revision as of 10:09, 20 June 2011

Evidence

Bartsch & Cobern, 2003. This study, titled "Effectiveness of PowerPoint Presentations in Lectures," examined that differences in preference, perceived learning and test performance between class units taught using transparencies, a basic powerpoint presentation and an advanced powerpoint presentation including images and sounds. Students were surveyed directly after each lecture and at the end of the course and performance was measured using class averages on assessments administered for each unit. The study found no significant difference in preference between the three modes of presentation for end-of-class ratings, but a preference for powerpoints in the end-of-semester ratings. Students believed they learned more from both types of powerpoint presentations than from transparencies. It was found that students performed about 10% worse on the units taught using the advanced powerpoint presentation that included images and sounds. Upon this finding, researchers decided to examine the effect of relevant and irrelevant powerpoint images on test performance and enjoyment. Participants were shown 30 slides that included a fact and an image that was either relevant or irrelevant to the fact. Afterwards, participants were given a test on the slides' information. It was found irrelevant images had a significant negative effect on both performance and enjoyment. On the other hand, relevant images had neither a negative nor positive effect on performance and enjoyment of the material. Click here to see the study.


Jamet & Le Bohec, 2006. Click here to see the study.