Association between slides-format and Major’s contents: effects on perceived attention and significant learning

Abstract

The use of slide-presentations has become ubiquitous in university majors. Previous research has focused on its general effectiveness, although results are not clearly consistent. The format of the slides has been analysed in few cases and its correspondence with the specific disciplines has never been considered. This study focuses on the perceived attention and significant learning declared by students, connected with the format of the slides predominantly used in different majors. A sample of 1316 university students, distributed in 54 courses in 11 majors that represent Pure Sciences, Health Sciences, Social Sciences and Engineering was surveyed. Results showed a differential use of visual and textual slides, as well as a clear effect on perceived attention and significant learning when majors were compared. Although the slide-format was expected to be the central variable to explain these results, the complete explanation involves the correspondence of the slide-format with the nature of the contents. In some majors, the use of slides was even counterproductive and the widespread idea that visual format is more effective in general was not supported by results. Conclusions linking format and contents can be generalised to any educational setting.