PowerPoint Slides Research Articles

A freely available gel electrophoresis laboratory manual and course materials.

A laboratory manual and supporting material have been developed that use 14 different problems to illustrate basic gel electrophoresis concepts and to reinforce the scientific method. This material is appropriate for those interested in science in general or biology in particular and was specifically designed for implementation at the second-year level at a 4-year university or at a technical college. In order to maximize reliability, all labs use an inexpensive size standard, and most use a simple gel preparation protocol. This course has a low consumables cost per student, per term of approximately $20. A PDF of the complete manual and instructor materials is available from the author. Inexpensive, bound color lab manuals (standard and large print) are also available. Instructor materials include a detailed weekly schedule, 31 PowerPoint slides, answers to lab questions, and an assessment bank of 86 questions.

Constructing a cheap DIY lightboard for flipped class prelectures

Abstract The flipped classroom model has been shown to enhance learning in STEM education. However, a significant challenge for instructors transitioning from traditional blackboard lectures to a flipped format is the extensive time required to create prelecture videos, which are typically PowerPoint slides with narration. However, because STEM subjects heavily rely on equations and diagrams, the slides are very time-consuming to create. To address this issue, this paper presents a cost-effective DIY lightboard setup that enables instructors to create prelecture videos much more efficiently. A lightboard—a transparent, illuminated writing surface—allows instructors to maintain eye contact with students while writing and speaking. This paper details the construction process using readily available materials and common tools, with a total estimated cost of $116. The workflow using this setup eliminates the need to create PowerPoint slides, and enables the instructor to create the prelecture videos for a whole semester in under a week.

The moving frame method in rigid body dynamics: Reflections on improving a discipline

Several years ago, this author introduced a reconceptualization of rigid body dynamics (RBD) through the Moving Frame Method (MFM). Years of teaching RBD using MFM have exposed significant shortcomings in traditional pedagogy. Rather than presenting a mathematical exposition of MFM, this paper critically reflects on its implementation, examining its impact, challenges, and the lessons learned from integrating it into instruction. It explores the limitations of traditional RBD instruction and demonstrates how MFM addresses these flaws and engages students. While the paper briefly touches on the method's underlying mathematical structure, its primary focus is a qualitative discussion on how the MFM reforms RBD education by modernizing the pedagogy and enhancing student engagement. The MFM integrates modern mathematical tools, elevates RBD to 3D, and replaces vector algebra with a streamlined Lie Algebra. Rooted in Lie Group Theory and Cartan's Moving Frames, MFM provides a simple and unified matrix framework. In the MFM, the same notation can be used for 2D and 3D motion, and for single- and multi-body dynamics. As a result, the discipline becomes more accessible to undergraduates, aligning with the broader theme of this reflection: how the implementation of MFM addresses shortcomings in traditional RBD pedagogy and also modernizes the discipline, enhances student engagement, and reshapes curriculum design. The MFM has broader implications for curriculum design, challenging traditional approaches to RBD education and making previous curricular assessments less relevant. Furthermore, the associated new pedagogy includes swipe learning documents, 3D animations, MATLAB codes, and over 3,000 voiced PowerPoint slides, all freely available. The paper illustrates MFM's effectiveness through real-world applications such as gyroscopic wave energy and robotic vehicles, advocating for a more inclusive, accessible approach to RBD education. Course materials spanning both Introductory and Advanced levels are freely available at http://movingframe.org .

Hand Gesture Based PPT Controller

Presentations are essential in both academic and professional environments, yet conventional slide navigation methods often limit the presenter’s movement and interaction. Gesture recognition offers a more intuitive, hands-free alternative, removing the dependence on physical remotes or keyboards. This project presents a gesture-controlled system for managing PowerPoint slides and adjusting computer volume, leveraging embedded systems and wireless communication. The setup includes an APDS-9960 gesture sensor for hand gesture detection, an Arduino Uno for processing inputs, and an HC-05 Bluetooth module for transmitting commands to a computer. A custom-built desktop application developed with ASP.NET interprets these gestures in real time, allowing users to perform actions such as slide transitions, volume adjustments, and presentation pauses. The system is designed with accessibility in mind, aiming to support users with disabilities and improve the overall efficiency of presentations. By enabling touchless interaction, this solution enhances user experience and engagement. Future developments may include AI-based gesture recognition, support for multiple commands, and potential integration with AR/VR platforms to broaden its application in human-computer interaction.

PENGARUH PEMBERIAN EDUKASI PENANGANAN GAWAT DARURAT TERSEDAK PADA ANAK MENGGUNAKAN TEKNIK HEIMLICH MANEUVER TERHADAP PENGETAHUAN IBU DI TAAM ASYIMA NUSANTARA TAHUN 2025

Background: Choking is an emergency that often occurs in children, especially in preschool or toddler age children, and can be fatal if not treated promptly. The Heimlich Maneuver technique is one of the effective methods in dealing with choking but is not recommended for children less than 1 year old, but there are still many mothers who do not have the knowledge and skills to perform this technique. Therefore, education is needed to improve mothers' understanding of choking emergency management. Research Objectives: This study aims to determine the effect of providing education on the Heimlich Maneuver technique on mothers' knowledge in handling choking emergencies in preschool children at TAAM Asyima Nusantara. Research Methods: This study used a pre-experimental pretest posttest one group design. Where the level of knowledge of mothers was measured before and after education was given. Education was provided using a lecture method with demonstrations with powerpoint slides and puppets. The sampling technique used total sampling of 10 respondents for preliminary studies and 32 respondents for research. Data were analyzed using the Wilcoxon test. Results: The study showed that before being given education, (81.3%) of respondents had a poor level of knowledge. After being given education, there was a significant increase in the level of maternal knowledge (87.5%) of respondents reached good category knowledge (p-value <0.001). Conclusion: There is an effect of education on the provision of emergency handling of choking in children using the Heimlich Maneuver technique on maternal knowledge at TAAM Asyima Nusantara

Kesehatan Reproduksi pada Remaja di Kota Manado: Edukasi Kesehatan pada Siswa SMA

The increasing prevalence of reproductive health issues associated with risky sexual behaviors and Lesbian, Gay, Bisexual, and Transgender (LGBT) identities among adolescents continues to rise each year. This trend is compounded by the persistently low level of accurate understanding among adolescents regarding these topics. The objective of this community service activity was to provide educational outreach on reproductive health issues for SMAN 6 Manado City students. The activity was carried out by the Community Service (CoS) team, focusing on reproductive health education for students at SMAN 6 Manado City. The implementation of this activity utilized a combination of counseling and mentoring approaches tailored to high school students. The event was conducted on September 20, 2024, starting at 10:00 AM (WIB) until completion, and took place at SMAN 6 Manado City. The educational delivery was conducted through presentations, incorporating both video materials and PowerPoint slides to facilitate understanding. The findings demonstrated a 45-point increase in knowledge scores following the educational intervention. A paired sample t-test indicated a statistically significant difference in students' knowledge before and after the counseling session. The educational intervention had a significant and positive impact on students' understanding of reproductive health.

Revealing Students’ Barriers and Strategies during Performing Presentation: Evidences from the Field

This research investigates students' experiences during presentations, focusing on the challenges they face and the strategies they employ to overcome them. The study aims to provide deeper insights into the barriers students encounter when presenting, as well as the strategies they use to address these challenges effectively. The research uses a qualitative approach, with data collected from six students in the English department at a university in Central Java through online interviews. The results of the study reveal that the participants face several barriers, such as the fear of judgment, physical symptoms of anxiety, uncertainty about the topic, and difficulties in creating effective and interactive presentation media. To overcome these obstacles, the participants use various strategies, including thorough preparation (such as creating PowerPoint slides), practicing their presentations, and seeking feedback from peers or instructors. Other strategies involve using self-affirmation, incorporating humor or jokes to engage the audience, and snapping fingers to help refocus and break awkward moments. These findings highlight the importance of preparation and coping mechanisms to manage anxiety and ensure effective communication during presentations.

Involving young people in research investigating comorbidity associated with childhood-onset rheumatic disease: perspectives of a series of focus groups

BackgroundChildhood-onset rheumatic diseases, such as juvenile idiopathic arthritis, juvenile-onset lupus and juvenile dermatomyositis, appear to be associated with an increased risk of comorbidities in adulthood compared to the general population. For the first stage of a research project evaluating this topic, we wanted to capture views from young people with juvenile-onset rheumatic disease to ensure that further work was relevant to their lived experience and priorities. This study aimed to determine (i) which comorbidities young people identify as important, (ii) how they access information about their disease, including comorbidity risk, whether (iii) they would like to hear about the risk of comorbidities whilst they are under paediatric care, and (iv) would be motivated to make lifestyle choices to decrease the risk of potential comorbidities.MethodsA topic guide based on the proposed study aims was developed, and PowerPoint slides were prepared to facilitate three focus group discussions to gain insights from young people. Focus groups were conducted via video platform, and the views of young people were assimilated using notetaking and an online interactive polling tool.ResultsA total of 18 young people between 10 and 27 years of age participated in the focus groups. Mental health (including depression and anxiety) was described as important comorbidity by 17/18 (94%), followed by obesity or being overweight by 9/18 (50%), heart disease by 7/18 (39%) and stroke by 5/18 (28%) of participants. Young people reported searching United Kingdom National Health Service websites, charity resources, and Google for information on their disease and associated comorbidities. They stated that they would be willing to change their lifestyle to reduce the risk of comorbidities if information were given to them sensitively with clear practical steps for reducing risk.ConclusionThree groups of young people identified risk of mental health issues, obesity, and cardiovascular morbidities as particularly important to them. They reported searching online platforms related to their disease and increasingly accessed online resources as they transitioned from paediatric to adult care. Participants thought it would be helpful to provide information on young people’s disease and associated comorbidity in a motivational and sensitive way.Clinical trial numberNot applicable.

Multimodal resources for managing student participation after unsuccessful designedly incomplete utterances in CSL classrooms

Abstract L2 teachers employ various multimodal resources, including designedly incomplete utterances (DIUs), to elicit student response in classroom interaction. Building on the work of Wang et al. (2024), this study further investigates how Chinese-as-a-second-language (CSL) teachers use multimodal resources to elicit student responses when DIUs fail to prompt a response. A two-step pattern has been observed in the data. First, the teachers routinely employ scanning gaze and body holds to enhance student participation while they wait for a student response. After that, interrogatives, repetition, and pedagogical artifacts (such as PowerPoint slides) are used as hints to increase the transparency of answers. By providing a micro-level analysis of real classroom interaction and case distribution numbers, this paper demonstrates how teachers orient to and address the issue of a lack of response. This research contributes to a deeper understanding of classroom interactional competence and provides insights for enhancing language teaching practices.

EFL teachers' teaching with video-conferencing and additional technology: A systematic literature review

This systematic review aimed to contribute to insights into the vital role of implementing independent ICT tools in teaching with video-conferencing (VC). The study focused on what technological tools EFL teachers’ use in VC-based contexts, how and why teachers use these tools, and the impact of the tools on the development of students’ language skills. The analysis of 64 studies published between 2010 and 2022 indicated that teachers mostly use learning management systems and various additional tools such as PowerPoint slides, websites, and online quizzes. The results also indicate that the number of studies that targeted speaking skills was higher than those that focused on other skills, with reading being investigated by very few studies. Concerning the challenges, a lack of digital preparedness on the part of both students and teachers was reported. The impact of these tools was mostly positive in terms of raising the interaction and communication elements along with skills improvement. The findings can be beneficial for EFL teachers, course designers and EFL trainers in VC-based contexts by developing their awareness of the necessity of implementing specific technological tools to gain the expected skills-related outcomes.

AI Presentation Tool Using Gesture Recognition

The proposed idea AI Presentation Tool Using Gesture Recognition introduces an innovative AI-driven presentation tool that utilizes hand gestures for controlling PowerPoint slides, aiming to transform the presentation experience. By enabling presenters to interact with their slides through natural movements, the tool eliminates the reliance on traditional physical devices, such as remotes or keyboards, fostering a more fluid and engaging atmosphere. The system employs advanced computer vision and deep learning techniques to accurately recognize hand gestures in real-time, providing a hands-free solution that is particularly beneficial for users with physical disabilities. The proposed tool not only simplifies the act of presenting but also enhances accessibility, making it an ideal fit for diverse environments, including classrooms, corporate meetings, conferences, and virtual settings. By leveraging recent advancements in AI technology, the proposed idea aspires to redefine the standards of interactivity and inclusivity in presentation tools, making presentations more dynamic and accessible to a wider audience.

Emotional Design of PowerPoint Slides: Effect on Self-Perceptions of Mood, Cognitive Load and Memory Retention in Three Anatomy Lectures

In contrast to previous research on emotional design, this study investigates its effectiveness in a university lecture setting. We examine the impact of the emotional design of PowerPoint slides on self-reported mood, cognitive load and memory retention among medical and dental students across three separate anatomy lectures at a Malaysian university. The control group (first-year medical students) viewed emotionally neutral slides, whereas the experiment group (first-year dental students) viewed emotionally positive slides. Self-report questionnaires were used to assess the participants’ changes in mood (pre- vs post-lecture) and cognitive load (intrinsic, extraneous, and germane loads). Additionally, a memory retention test was conducted post-lecture. Participants’ self-reported positive mood due to emotional design increased to a greater degree when compared to neutral slides. However, no significant differences were found among the three types of cognitive load. Interestingly, emotional design negatively impacted memory retention in one of the three lectures. These results are discussed within the context of the ongoing debate between the “emotionas-facilitator” and “emotion-as-suppressor” models of learning. The implications of our efforts to generate external validity via a quasi-experimental, exploratory field study are discussed, specifically regarding the generalisability of the results, the presence of external factors and other limitations, and the pedagogy of anatomy.

Roadmap and Reflections on Expanding Equity, Diversity, Inclusion, Indigeneity, and Accessibility in Pharmacology Curricula.

Nurturing learning systems that are respectful and welcoming to diverse individuals is a step towards improving the experience of all students in pharmacology and toxicology (Pharm-Tox). This paper evaluates the Pharm-Tox curriculum at the University of Toronto with a critical lens towards the incorporation of content that is Equitable, Diverse, Inclusive, acknowledges Indigeneity, and is Accessible (EDIIA). A curriculum mapping approach examined the undergraduate Pharm-Tox curriculum to identify EDIIA gaps and areas for improvement. Key stakeholders that contributed to the curriculum mapping process were undergraduate students, teaching faculty, and an external research associate who identified EDIIA themes used to evaluate existing course materials. The curriculum map identified areas to improve EDIIA integration in individual courses and resulted in the design of course-specific recommendations. Centrally housed department resources were also developed to mitigate barriers to faculty implementation of the EDIIA recommendations. These resources included an internal EDIIA handbook on appropriate language in the classroom, a guide to creating accessible and inclusive PowerPoint slides, and a pre-course survey to identify the student population and their needs. Resources were well received by faculty, and to assess the impact of EDIIA recommendations on student learning, ongoing review of curricular changes will be conducted through student surveys. The recommendations from this curriculum mapping process encourage faculty to explore opportunities for EDIIA integration in the undergraduate Pharm-Tox curriculum with the goal of strengthening the existing curriculum and improving the student learning experience.

Comparative education in Indonesia: an exploration into service providers, contents and methods of delivery

PurposeThis article examines how CE in Indonesia has been practiced, what are the ideological perspectives for the selection of the practices and what cost-benefit effect they carry to the field as a scientific praxis.Design/methodology/approachIn this study, various dimensions are taken into consideration. At the geographic-locational level, the study collected information from the main geo-political regions of Indonesia: west (13 institutions) and central (6 institutions). We have identified universities in east Indonesia but none of the websites could be probed deeper into curricular structures, syllabi and teaching materials of the departments. On the demographic dimensions, the study could identify dominant student backgrounds from the location of the universities: status (private, public, Islamic and nationalistic), ethnicity (institutions dominated by Malays, Javanese, Balinese, Sundanese, etc) and religion (Islam-owned (5) and state-owned (14)). While these figures do not represent the complexity of educational dimensions in Indonesia, they will be sufficient for an explorative study of CE practices in Indonesia. Data were collected by downloading policy documents (academic policies and curricular structures), teaching-related documents (curricula, semester programs/syllabi, lesson plans, learning materials, online courses, textbooks and course assignments) and student assignments (student-made power-point slides, published and unpublished papers, student articles and theses) and academic documents (lecturer-published articles and lecturer-made power-point slides). More than 19 policy documents were used to track down any CE courses or units being offered at the institutions and 10 documents from each subtype of teaching-related and academic documents. We believe that these documents will be sufficiently representative for exploration of CE practices in Indonesia. In addition to document collection, data were also collected by distributing questionnaires, interviewing key informants (heads of departments, field experts, course lecturers, students and alumni) and observation of online courses. Questionnaires were also electronically distributed to the conveners and the student participants of the courses. Online interviews were conducted to course conveners and students. Focused group discussions involved officials, lecturers, students and alumni of the departments. The data were analysed using content analysis with Microsoft Excel functioning as data coding and analysis instrument.FindingsThe article looks at how Indonesia CEs have been practiced, what ideological perspectives have been used for the selection of the contents and the practices, and what effect that the practices might carry to the field of CE as a scientific praxis. But, let us be clear with the institutions where CE is offered.Research limitations/implicationsThe research was limited in terms of data as it is based mainly on online materials. Collecting printed materials at institutions where CE is taught would yield more relevant data.Practical implicationsThe result of the study would be beneficial for improvement in the current practices of CE in Indonesian contexts.Social implicationsCE is a new field of study in Indonesia and the article can open up more interest in the field of study creating a new job opportunity for young generations of Indonesia.Originality/valueThe work is 100% original and no parts of the study have been published elsewhere.

Development of a PowerPoint Rubric for Doctor of Nursing Practice Projects.

Background: Although Doctor of Nursing Practice (DNP) students have used rubrics to guide assignments, few have created PowerPoint slide decks for professional presentations. Students might benefit from a rubric that standardizes PowerPoint presentations on final DNP projects. Objective: The objective of the study is to conduct a quality improvement project to evaluate a literature-based rubric guiding students' PowerPoint presentations and the grading of final projects. Methods: Two faculty independently scored PowerPoint slides structuring final DNP project presentations for the literature-based rubric. They revised the rubric based on ratings and comments. Nine content experts rated the relevance of the revised rubric's criteria. Results: Three criteria differed at a statistically different level on the literature-based rubric's ratings. Interrater reliability was low. The rubric criteria were revised. Nine experts' ratings showed criteria on the revised rubric were relevant; their comments stimulated revisions. The Survey Content Validity Average was 0.88, suggesting the relevance of criteria. Conclusions: The rubric requires additional revisions. Posting the revised rubric in the student resource course of the learning management system might assist students to construct PowerPoint presentations in DNP courses and for professional presentations. Implications for Nursing: The rubric was shared with DNP Project Teams. Faculty will continue to evaluate the quality of the students' presentations.

What motivates undergraduate students to read beyond their lecture notes?

ABSTRACT Reading is one of the essential skills for a human's social life and economic development. Previous studies have revealed that some students in higher learning institutions rarely read beyond their lecture notes. They rely heavily on detailed PowerPoint slides that are likely to appear on tests or study guides available just a few days before examinations. This study investigated the motives for undergraduate students in Tanzania to read beyond their lecture notes, providing recommendations to promote a reading culture among students in higher learning institutions in a context where many students are averse to such a tradition. Forty-two participants from three higher learning institutions in Tanzania participated in the study: 36 students in focused group discussions and six others in in-depth interviews. The data subjected to inductive thematic analysis revealed factors that motivated the students’ reading culture, include the desire to attain competencies in the subject areas, pursuing personal goals, zeal for excellence and attaining self-confidence. Other motivations to reading beyond notes included fear of failing in the examinations, availability of resources and the instructors’ guidelines. Both internal and external factors accounted for the reading motivation. The study provides practical and policy recommendations to promote reading culture among students in higher learning institutions.

Pembelajaran Aplikasi Microsoft Powerpoint untuk Menambahkan Audio dan Video pada SMP Swasta Citra Harapan

This training aims to enhance the skills of students at SMP Swasta Citra Harapan in using Microsoft PowerPoint, particularly in adding audio and video elements to presentations. These skills are crucial for creating more interactive and engaging presentations for the audience. Through a practical approach, this training provides both basic knowledge and advanced techniques in inserting, editing, and managing audio and video on PowerPoint slides. The results of this training show a significant improvement in students' competence in integrating multimedia into their presentations, which is expected to enhance the quality of presentations and the attractiveness of classroom learning.

Evaluation of the effectiveness of GASMAN anesthesia simulation software combined with case-based learning versus traditional lecture-based learning in inhalation anesthesia education.

To evaluate the effectiveness of integrating GASMAN anesthesia simulation software with case-based learning (IGC) compared to traditional lecture-based learning (LBL) in teaching inhalation anesthesia to undergraduate anesthesiology students. Fourth-year students from two academic years (2022, n = 110; 2023, n = 131) enrolled in a five-year anesthesiology program were assigned to either traditional lecture-based learning (LBL) or IGC groups. The LBL group received traditional lectures using PowerPoint slides, while the IGC group engaged with GASMAN anesthesia simulation software (a tool designed for anesthesia simulation and gas monitoring) combined with case-based learning. The cases used in the IGC group were structured around realistic clinical scenarios, simulating real-world challenges in inhalation anesthesia. These scenarios were integrated with the GASMAN software to provide interactive simulations, enhancing students' understanding of pharmacokinetics and pharmacodynamics. Teaching effectiveness was evaluated through expert assessments and student feedback, with learning outcomes compared via post-course assessments. The IGC group scored significantly higher in student evaluations in areas such as comprehending and mastering theoretical knowledge, resolving clinical challenges, nurturing clinical reasoning, increasing learning interest, enhancing learning efficiency, consolidating memory, improving analytical skills, and refining application proficiency (adjusted P < 0.001), however, there were no significant differences between the two groups in the improvement of practical skills. Post-course test scores were also higher in the IGC group for both total post-course test and subjective questions scores (adjusted P < 0.001), though no difference was found for objective question scores. After applying false discovery rate (FDR) correction, expert evaluation scores showed no significant differences between the two groups. The integration of GASMAN software with case-based learning significantly enhances the quality of inhalation anesthesia education by improving student engagement, critical thinking, and conceptual understanding. This approach demonstrates promise for advancing clinical education, although further research is needed to evaluate its long-term impact.

Effect of Text Methods, Visual Representation, and Learning Combination on the Learners Ability to Retain Information

This study explored differences of the learner’s ability to retain information across three learning preferences: text-only, visual, and combined. Forty-five undergraduate students aged 18–24 from various departments were randomly assigned to these groups. PowerPoint slides with text, images, and assessment sheets were used to measure responses in a true experimental design with a between-subjects approach. Statistical analysis, including mean, standard deviation, Shapiro-Wilk test for normality, and Kruskal-Wallis analysis, found no significant differences in the ability to retain information among the groups (χ² (1) = 3.02, p = 0.221, η² = 0.0686). These findings suggest that the mode of content delivery—whether text-only, visual, or combined—does not significantly affect the learner’s ability to retain information, with learning preferences accounting for only a small variance. This study underscores the need for flexible teaching methods to address diverse learning needs. The limited sample size and the potential influence of uncontrolled factors may restrict the generalizability of its findings. Future research should implement stricter controls to enhance the reliability and validity of the conclusions.

인공지능 융합교육 역량 강화를 위한 예비 가정과 교사 대상 교육 프로그램의 개발과 실행

This study aims to systematically develop and analyze the effectiveness of an educational program designed to enhance AI-integrated education competencies of pre-service home economics teachers. Based on a thorough review of relevant literature and the ADDIE model, a 12-session educational program was developed. The program included detailed lesson plans, instructional PowerPoint slides, and student activity materials, all validated by 12 experts specializing in home economics and AI-integrated education. To assess the program's effectiveness, it was implemented over four weeks with 24 pre-service home economics teachers pursuing teacher certification. Pre- and post-program evaluations of AI-integrated education competencies, along with satisfaction surveys, were conducted. The results showed significant improvements across all domains, including AI-integrated education literacy, application, and values. Additionally, the program received a high satisfaction rating, with an average score of 4.78 out of 5. This study is significant as it incorporates the unique characteristics of the home economics discipline in developing AI-integrated education for pre-service teachers. It is expected to serve as a foundational resource for fostering AI-integrated education in home economics as these pre-service teachers transition into their teaching careers.