The impact of presentation graphics on students’ experience in the classroom

Apperson, Jennifer M.; Laws, Eric L.; Scepansky, James A.

doi:10.1016/j.compedu.2004.09.003

Cited by 127 publications

(116 citation statements)

References 9 publications

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“…It was also in line with the results by Davis (2012) [8], Sugahara& Boland (2006), Hansen & Williams (2008) [22], Bartsch & Cobern (2003) in increasing achievement through systematic design. The use of systematic instructional design in this study along with PowerPoint instruction is essential to be incorporated in the class room to enhance students" achievement (Apperson et al 2004) [12] and Bani Salameh (2013) [5].…”

Section: Discussionmentioning

confidence: 99%

“…They also found out that unrelated graphics negatively affect learning [11]. Apperson et al (2004) conducted a study at a small university in the Atlantic region on measuring the effect of using multimedia PowerPoint presentation on enhancing students" achievement. The sample of the study consisted of 104 students in the chalk and lecture method and 95 students in the PowerPoint classes.…”

Section: Introductionmentioning

confidence: 99%

“…They also stated that the understanding of the course content was enhanced. [12] Sugahara and Boland (2006) stated that since the 1990s it was thought that the use of multimedia presentation affects learning positively. But they claimed that it may not enhance students" grades but that students prefer the PowerPoint method.…”

Section: Introductionmentioning

confidence: 99%

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The Impact of Systematic Multimedia Instruction on Enhancing Students‟ Achievement in the Course of Language Evaluation

Salameh¹

2017

IJIET

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Abstract-PowerPoint presentation based on the content of language evaluation was developed by the author which comprised of two parts. Part one presented the knowledge of facts, rules and principles and part two dealt with the skills students should master to write model evaluation tests. The basic principles of systematic instructional design were used along with Gagnes' theory of events of instruction. The aims of this paper is to measure the effect of this systematic multimedia instruction was measured using an achievement test which is divided into two parts. Part one includes 12 multiples choice questions based on the knowledge and the second part includes 16 multiple choice questions based on the skills. The sample of the study consists of 71 students divided into two groups. ANCOVA test was administered to investigate the effect of the program on students' achievement. The results revealed that the systematic multimedia instruction differs significantly between the two groups in knowledge and skills for the sake of the experimental group. The researcher recommended systematic multimedia in other requirements in the English department. it is also recommended using educational technology tools to better enhance students' achievement in this course and other sources Index Terms-Systematic, multimedia instruction, knowledge and skills, events of instruction, educational technology, language evaluation, achievement. I. INTRODUCTIONThe use of educational technology has changed every aspect of human life in the world including the EFL classroom. According to Associated Press (2010) there were over 2 billion Internet users, smart phone users, information search engines, and social networking sites. Students at the university level are considered as the generation who depends on technology in many aspects of their lives. Since the beginning of 2000, studies have prevailed that new generations of students are considered as 'Digital Natives' (Prensky, 2001). Prensky described those students as fundamentally different from any students seen before. He elaborated that students spent their lives surrounded by and using computers, videogames, digital music players, video cameras, mobile phones and many other tools of the modern age. Therefore, because of the new environment, this new generation think and process information totally different than they did in the past [1]. Prensky added that students' brain has also physically changed. Murdock.Also stated that todays" generation and future generation will never know the world without internet [2].Nowadays and with the ever increasing use of modern technology in the classroom, the need to use technology means of presenting information in university courses to the students still keeps its stand. The delivery of courses to students may need special scrutiny. Not only educational technology is being used in the classroom, but it also made use of systematic instructional design principles to further improve the teaching and learning process and to achieve the desired objectiv...

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Impact of Systematic Multimedia Instruction on Enhancing Students‟ Achievement in the Course of Language Evaluation

Salameh¹

2017

IJIET

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“…Students were given questionnaires at the end of the lesson. Our questionnaire is based on four questionnaires (Apperson, Laws, & Scepansky, 2006;Davies, 2002;Maor & Fraser, 2005;Mucherah, 2003) that inquire about topics related to using computer simulations and the experiences of students and teachers. We selected questions from these questionnaires that are related to the teacher role, to control over the lesson discourse, and to engagement in the lesson.…”

Section: Data Sourcesmentioning

confidence: 99%

Inquiry-Based Whole-Class Teaching with Computer Simulations in Physics

Rutten

Veen

Joolingen

2015

International Journal of Science Education

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In this study we investigated the pedagogical context of whole-class teaching with computer simulations. We examined relations between the attitudes and learning goals of teachers and their students regarding the use of simulations in whole-class teaching, and how teachers implement these simulations in their teaching practices. We observed lessons presented by 24 physics teachers in which they used computer simulations. Students completed questionnaires about the lesson, and each teacher was interviewed afterwards. These three data sources captured implementation by the teacher, and the learning goals and attitudes of students and their teachers regarding teaching with computer simulations. For each teacher, we calculated an Inquiry-CycleScore (ICS) based on the occurrence and order of the inquiry activities of predicting, observing and explaining during teaching, and a Student-Response-Rate (SRR) reflecting the level of active student participation. Statistical analyses revealed positive correlations between the inquiry-based character of the teaching approach and students' attitudes regarding its contribution to their motivation and insight, a negative correlation between the SRR and the ICS, and a positive correlation between teachers' attitudes about inquiry-based teaching with computer simulations and learning goal congruence between the teacher and his/her students. This means that active student participation is likely to be lower when the instruction more closely resembles the inquiry cycle, and that teachers with a positive attitude about inquiry-based teaching with computer simulations realize the importance of learning goal congruence.

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“…Ce support de communication est jugé plus attractif par les études mais n'est étayé que par une validité externe forte [1] . En effet l'efficacité de sa supériorité dans la communication n'est pas démontrée [2] et varie selon le mode de présentation [3] . La plupart des auteurs se plaçant plutôt de leur point de vue d'orateur que de celui du public, leurs diaporamas ressemblent souvent davantage à un aide-mémoire qu'à un moyen de communication destiné aux receveurs de la communication.…”

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Huit minutes pour convaincre ou comment mieux communiquer avec un diaporama

et al. 2013

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Les diaporamas se sont imposés dans le champ de l'enseignement et de la présentation des travaux scientifiques. Ce support de communication est jugé plus attractif par les études mais n'est étayé que par une validité externe forte [1] . En effet l'efficacité de sa supériorité dans la communication n'est pas démontrée [2] et varie selon le mode de présentation [3] . La plupart des auteurs se plaçant plutôt de leur point de vue d'orateur que de celui du public, leurs diaporamas ressemblent souvent davantage à un aide-mémoire qu'à un moyen de communication destiné aux receveurs de la communication. Différentes études ont mesuré l'impact des diaporamas selon leur contenu. Elles montrent que l'intérêt pédago-gique de la vidéo-projection est essentiellement lié à la parcimonie de son contenu [4] , ce qui nécessite de faire des choix [5] . Moins d'études se sont attachées à leur efficacité selon la manière de les présenter. Leurs conclusions sont éloignées des pratiques actuelles. Ainsi pour une diapositive de 12 lignes, par exemple, le commentaire oral entraîne une mémorisation immédiate significativement inférieure à sa lecture en silence [6] . Par ailleurs, la dimension du public est souvent négligée. Or, l'attention d'une personne dans un groupe a une volatilité proportionnelle à la taille du groupe et à au manque d'expérience de l'intervenant en tant que communiquant [7,8] . La présentation de la plupart des travaux (communication orale lors d'un congrès, présentation d'un mémoire de fin d'études) s'effectue dans le cadre d'un exposé de 10 minutes maximum, qui précède une discussion. Dans le cadre d'activités d'enseignement et d'apprentissage, beaucoup d'institutions demandent aux étudiants de pré-senter une synthèse des questions ou de cas selon le même format. En pratique de soins primaires, c'est aussi la durée raisonnable pour expliquer au patient une notion nouvelle, complexe ou inattendue, d'une part parce que cela correspond déjà à plus de la moitié du temps d'une consultation standard (18 minutes) et, d'autre part, parce que le patient a une attention limitée (remarquons qu'il s'agit moins avec eux de convaincre que de se faire comprendre). Dans toutes ces situations, il s'agit donc de transmettre l'essentiel de son propos en moins de 10 minutes. Ceci est valable autant pour les enseignants, que les chercheurs, les étudiants ou les professionnels de la santé.Les contextes et les circonstances d'une présentation sont variables. Ils déterminent la finalité du travail [7,3] et le choix de la forme de présentation. Ainsi : présenter devant un jury un travail de fin d'études ou de thèse, c'est montrer une maîtrise sans enjeu de mémorisation pour un public très limité ; élaborer un document de référence destiné à une personne seule devant son écran, c'est écrire un article et non préparer un discours (pourtant, l'utilisation pour un public en salle d'un diaporama initialement destiné à la lecture individuelle est une erreur de communication habituelle, due à une simplification hâtive du travail). La présente fic...

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The impact of presentation graphics on students’ experience in the classroom

Cited by 127 publications

References 9 publications

The Impact of Systematic Multimedia Instruction on Enhancing Students‟ Achievement in the Course of Language Evaluation

The Impact of Systematic Multimedia Instruction on Enhancing Students‟ Achievement in the Course of Language Evaluation

Inquiry-Based Whole-Class Teaching with Computer Simulations in Physics

Huit minutes pour convaincre ou comment mieux communiquer avec un diaporama

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