Abstract
The rapid development of information and communication technologies (ICT) creates the illusion that mastery of technological tools alone is enough. However, classroom practices show that any type of media requires a specific representation for any type of content. The objective of this article is to question the multimodal combinations that are achieved when presenting assignments through Power Point. Furthermore, this article aims to compare the different modes of presentation of the elements in addition to providing students with targeted feedback on the difficulties encountered during the design of their presentations. This methodology is based on the task-based approach that places learners in real situations. The results show that creating Power Point presentations for assignments affects learners' representations of content information.
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