The impact of graphic organisers on learning from presentations

Casteleyn, Jordi; Mottart, André; Valcke, Martin

doi:10.1080/1475939x.2013.784621

Cited by 22 publications

(6 citation statements)

References 39 publications

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“…In one study ([ 13 ]: Experiment 1), for example, one of the authors varied the format of his lecture instruction randomly across the semester, using transparences or PowerPoint slides. In another study [ 14 ], students who were enrolled in one of the authors’ courses were assigned randomly to a PowerPoint or Prezi e-lecture that contained identical audio narration and written text. In a third study [ 15 ], one of the researchers gave the same lecture over the course of the year to rotating medical students, using PowerPoint on odd months and overhead slides on even months.…”

Section: Introductionmentioning

confidence: 99%

“…The experimental literature on Prezi is limited to three published studies. Castelyn, Mottart and Valcke [ 14 ] investigated whether a Prezi e-lecture with graphic organizers (e.g., concepts maps) was more effective than a PowerPoint e-lecture without graphic organizers. Claiming that Prezi encourages the use of graphic organizers, they purposefully confounded the type of presentation software with the presence of graphic organizers.…”

Section: Introductionmentioning

confidence: 99%

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Does a presentation’s medium affect its message? PowerPoint, Prezi, and oral presentations

2017

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Despite the prevalence of PowerPoint in professional and educational presentations, surprisingly little is known about how effective such presentations are. All else being equal, are PowerPoint presentations better than purely oral presentations or those that use alternative software tools? To address this question we recreated a real-world business scenario in which individuals presented to a corporate board. Participants (playing the role of the presenter) were randomly assigned to create PowerPoint, Prezi, or oral presentations, and then actually delivered the presentation live to other participants (playing the role of corporate executives). Across two experiments and on a variety of dimensions, participants evaluated PowerPoint presentations comparably to oral presentations, but evaluated Prezi presentations more favorably than both PowerPoint and oral presentations. There was some evidence that participants who viewed different types of presentations came to different conclusions about the business scenario, but no evidence that they remembered or comprehended the scenario differently. We conclude that the observed effects of presentation format are not merely the result of novelty, bias, experimenter-, or software-specific characteristics, but instead reveal a communication preference for using the panning-and-zooming animations that characterize Prezi presentations.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Does a presentation’s medium affect its message? PowerPoint, Prezi, and oral presentations

2017

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“…The booklet was used as a graphic organiser (e.g., Casteleyn, Mottart, & Valcke, 2013) with inclusions such as technical terms, science and mathematics concepts, and spaces for illustrating designs and recording results to present students' knowledge, understandings and skills. Planning afforded students the opportunity to follow instructions that led to brainstorming ideas and drawing labelled diagrams, which were essential for students' medical mission kit designs.…”

Section: Planningmentioning

confidence: 99%

Exploring Links between Pedagogical Knowledge Practices and Student Outcomes in STEM Education for Primary Schools

Hudson

English²,

Dawes³

et al. 2015

AJTE

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Science, technology, engineering, and mathematics (STEM) (i.e., planning, timetabling, preparation, teaching strategies, content knowledge, problem solving, classroom management, questioning, implementation, assessment, and viewpoints) was used to explain links to student outcomes in STEM education. The study showed how pedagogical knowledge practices may be linked to student outcomes (knowledge, understanding, skill development, and values and attitudes) for a STEM education activity.

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“…Virtanen et al [17] found that students were generally positive when Prezi was introduced as an educational tool and that it can facilitate different learning styles. Casteleyn et al [18] created two identical online lectures, one using Prezi and the other with PowerPoint. They found no difference in cognitive load, self-efficacy or knowledge gain, but that Prezi was preferred by the students.…”

Section: Introductionmentioning

confidence: 99%

Exploring how medical students learn with the help of a digital presentation: a qualitative study

2019

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Background The web-based presentation software Prezi was used to create a digital presentation in order to facilitate antibiotic knowledge in an undergraduate course on infectious diseases in the Karolinska Institutet Medical Programme. It was unclear how the students used this in their learning, and there is a lack of research on using Prezi presentations in higher education, as well as on learner-content interaction in blended learning in general. Methods A qualitative study design was used for an in-depth exploration of the students’ experiences of using the presentation in their studies. Students were interviewed using a semi-structured interview guide. The interviews were transcribed verbatim and analysed using qualitative content analysis. Results Two main themes emerged from the analysis. Firstly, the students experienced that they own their learning : the presentation provided flexibility in studying and increased engagement in the learning process. Secondly, the presentation was part of a superficial learning process : students saw it as a complement to other educational activities, but expressed that there was an absence of pedagogical encounters which prevented the information in the presentation to be placed in a larger context. Conclusions The Prezi presentation when used as an e-learning tool was a useful part of and a complement to blended learning in medical education but cannot replace face-to-face learning situations, especially not when the content of the course is complex, such as in the case of antibiotics. The learning objectives should be connected to a learning theory and made explicit for the students. Students should receive instructions and support during the course on how to use new e-learning tools. Continuous pedagogical interaction with feedback and reflection between students, teachers, and patients should be provided to enhance deep learning.

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The impact of graphic organisers on learning from presentations

Cited by 22 publications

References 39 publications

Does a presentation’s medium affect its message? PowerPoint, Prezi, and oral presentations

Does a presentation’s medium affect its message? PowerPoint, Prezi, and oral presentations

Exploring Links between Pedagogical Knowledge Practices and Student Outcomes in STEM Education for Primary Schools

Exploring how medical students learn with the help of a digital presentation: a qualitative study

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