Developing Guidelines for the Use of PowerPoint in the Psychology Classroom
1
Hamilton,
2
Keniston,
2
Zellhoefer,
Kathryn L.
Allen H.
Ashley S.
2
2
Nathaniel B. Murken, and Benjamin D. Hustedt
Departments of Psychology,
1University
of Wisconsin-Stout &
2University
of Wisconsin-Eau Claire
Introduction
Our Research
Our Recommendations
PowerPoint is widely used in college classrooms. Whether it is
useful is controversial. Despite industry suggestions for “effective”
PowerPoint use, critics argue that these suggestions are based
neither on evidence nor on common sense. For example, Tufte
(2006) points out that the 7-point rule for number of lines of
information to be presented on an individual slide is neither
known to affect memory nor comprehension. In response to
critiques and in reaction to their own curiosity, researchers are
beginning to evaluate empirically PowerPoint’s effects on
students’ memory and comprehension, but these efforts appear
unsystematic. In this poster we will sketch the literature, briefly
summarize our research, and derive preliminary
recommendations that we hope are more evidence-based than
previous recommendations.
Background
After evaluating the empirical research on PowerPoint’s use in the
classroom (see Empirical Studies above), we determined that
controlled laboratory experiments would benefit the area. We
selected variables to study based on both theoretical and practical
considerations. Mayer’s (2005) theory on multimedia learning
suggested that pace of the lecture, amount of information
presented in a PowerPoint slide, and segmentation of a lecture are
key variables. Student-centered variables, such as note-taking and
field dependence/field independence were evaluated because of
their role in student learning (e.g., Kiewra, 1985; Frank, 1984).
Finally, according to cognitive load theory, previous knowledge
also affects learning outcomes from multimedia-enhanced
presentations (e.g., Kalyuga et al., 2003), so we controlled for
previous knowledge of our lecture topic in each analysis.
Based on our research, the existing literature on PowerPoint and
on cognitive principles of multimedia design, we are developing
recommendations for the use of PowerPoint to enhance student
learning.
The Literature
Methodology
Across several studies, student participants reported on their
perceived familiarity with our presentation topic, neuron
communication. The lecture was pre-recorded at slow, normal,
and fast paces with and without a text-based PowerPoint
presentation. The PowerPoint presentation was manipulated for
amount of information presented (full-text versus outline of
lecture). Other manipulations, as discussed above, were
incorporated, and in all studies participants were randomly
assigned to conditions. Immediately after viewing the lecture,
participants completed a test of retention and a test of transfer.
Avoid presentation of information that produces redundancy.
According to both cognitive and rhetorical principles (Mayer, 2005;
Stoner, 2006), authors of PowerPoint presentations should be
aware of fact that their audience is reading and listening
simultaneously.
Results
Across studies, we discovered that there were few differences
between groups, regardless of the manipulation or measurement
tool used (e.g., Hamilton et al., 2008). In separate studies, we have
used multiple-choice, true-false, and essay questions for the tests
of retention and transfer. In a recent study, we found that notetaking did affect learning from the lecture, but the use of
PowerPoint did not interact with note-taking (Hamilton et al.,
2010).
Provide time for processing of information during a PowerPointassisted lecture. In research on multimedia learning, students
who controlled the pace of a presentation performed better than
those who could not (Mayer & Moreno, 2003).
Empirical Studies
Several studies have attempted to evaluate PowerPoint within the
context of the classroom. This appears to be a literature scattered
across disciplines and consists of solitary contributions from
concerned instructors within those disciplines. To date, there has
been no integrative review within educational psychology. The
typical strategy is to compare separate sections of a course or
different groups of students when using PowerPoint to lecture
versus not (for a review, see Levasseur & Sawyer, 2006). In most
instances, the PowerPoint presentations include a combination of
the tools available in PowerPoint (e.g., bullet-pointed text,
animations, pictures, color variety). However, commentators point
out that the most common use of PowerPoint is the bullet-pointed
list of ideas and sentences (Stoner, 2006; Tufte, 2006). The results
of such studies have been mixed, but the most common finding is
that students prefer PowerPoint over lecture without it, but do not
earn higher grades with PowerPoint (Levasseur & Sawyer, 2006).
In one interesting study, students themselves believed that
PowerPoint would aid retention, but not transfer, of information
(Kinchin & Cabot, 2007). However, the more typical student
reaction is that PowerPoint makes them more motivated and want
to attend to the lecture (Levasseur & Sawyer, 2006).
Critical Commentary & Critiques
Critics of PowerPoint as a tool for presentations argue that
PowerPoint’s typical use limits the way information is presented
and forces the presenter and listener into linear thinking (Tufte,
2006). The traditional use of PowerPoint prevents critical thinking
and discussion of complex ideas and relationships (Garner et al.,
2009; Levasseur & Sawyer, 2006; Stoner, 2006).
Discussion
Our studies have focused on the “default” use of PowerPoint,
which is a series of bullet points containing text information.
Across several studies, PowerPoint did not enhance students’
ability to retain or transfer information presented during a lecture.
These findings contribute to the empirical body of work in that
these are the first set of controlled studies on the use of
PowerPoint.
Acknowledgements
Support provided by University of Wisconsin-Stout and University of Wisconsin-Eau Claire
Differential Tuition.
Students tend to prefer lecture when accompanied by
PowerPoint, regardless of PowerPoint’s effects on learning
(Levasseur & Sawyer, 2006). Thus, PowerPoint can be used to
facilitate enjoyment of lecture. However, it is possible that
following guidelines below will enhance learning from lectures
accompanied by PowerPoint:
Attend to the conceptual organization of what is being taught and
create PowerPoint slides that represent it (Garner et al., 2009;
Kinchin & Cabot, 2007).
PowerPoint presentations that present pictures, rather than text,
may enhance understanding, as pictures and words are processed
separately (Mayer, 2005). However, pictures should be directly
related to the lecture topic, as irrelevant details can hinder
learning (Mayer & Moreno, 2003).
References
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Hamilton, K. L., et al. (2008, November). PowerPoint as a lecture aid in the instruction of neuron
communication. Society for Neuroscience Meeting, Washington, D.C.
Hamilton, K. L., et al., (2010, April). Note-taking and lecture pace as determinants of PowerPoint’s influence
on retention and transfer of lecture information. Midwestern Psychological Association Annual Meeting,
Chicago, IL.
Garner, J. K. et al. (2009). Common use of PowerPoint versus the assertion-evidence structure: A cognitive
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