Use Of PowerPoint Research Articles

Is there power in PowerPoint? A field test of the efficacy of PowerPoint on memory and recall of religious sermons

The purpose of this study was to determine if the use of PowerPoint as an information communication tool would enhance recall of information presented in a non-classroom field setting. We examined the effect of PowerPoint on the recall of information presented in religious sermons. Three test conditions were examined: (1) PowerPoint slides containing words only, (2) slides containing visual images only, and (3) slides containing both words and visual images, along with a control condition in which information was presented without the use of the PowerPoint slides. In addition, we tested the type of information recall: information about the slides, information about the slide content, and general recall of information from the sermon. While there were limited differences in recall based on the treatment conditions and the type of information being recalled, overall the use of the PowerPoint slides did not appear to have a significant effect on subjects’ ability to recall information. We conclude that greater effort must be made to understand the effects of PowerPoint presentations on human memory and cognition.

The Best‐Laid Schemes: Postcolonialism, Military Social Science, and the Making of US Counterinsurgency Doctrine, 1947–2009

The Best‐Laid Schemes: Postcolonialism, Military Social Science, and the Making of US Counterinsurgency Doctrine, 1947–2009

Differential use and benefits of PowerPoint in upper level versus lower level courses

The study examines whether college instructors use PowerPoint differently in upper level versus lower level courses and whether PowerPoint differentially affects the learning and behaviours of students in those courses. The authors surveyed 191 students from 14 psychology classes and found that instructors teaching higher level courses use PowerPoint more frequently and are more likely to make the slides available to students than those teaching beginning‐level courses. We also found that students in upper level courses reported greater benefits associated with the use of PowerPoint than those in lower level courses.

Investigation of university students’ attitude toward the use of powerpoint according to some variables

In this study it is aimed to investigate whether university students’ attitudes toward the use of PowerPoint as a supporting teaching tool in the lectures change according to variables such as gender, academic units attended. For this purpose, the sample consisted of total 653 students who enrolled, Faculty of Education (N=287), Faculty of Engineering (N=125), School of Economics and Administrative Sciences (N=92) and Vocational School (N=149) in Bayburt University. Data was collected using “attitude toward the use of PowerPoint” scale. Additionally, students’ opinions of the use of PowerPoint as a supporting teaching tool was collected from their responses to a questions form developed by researchers, then written documents analyzed to reveal their opinions with respect to the use of PowerPoint. The data obtained was statistically analyzed (ANOVA). It was found that there is no any statistically meaningful difference in the participants’ attitude toward the use of PowerPoint in respect to gender, but there was significant difference in the participants’ attitude toward the use of PowerPoint according to academic units attended. Recently, the findings were discussed in terms of the use of PowerPoint as a supporting tool in the lectures and its importance.

Medical Students’ Preferences in Radiology Education: A Comparison Between the Socratic and Didactic Methods Utilizing PowerPoint Features in Radiology Education

The Socratic method has long been a traditional teaching method in medicine and law. It is currently accepted as the standard of teaching in clinical wards, while the didactic teaching method is widely used during the first 2 years of medical school. There are arguments in support of both styles of teaching.After attending a radiology conference demonstrating different teaching methods, third-year and fourth-year medical students were invited to participate in an online anonymous survey.Of the 74 students who responded, 72% preferred to learn radiology in an active context. They preferred being given adequate time to find abnormalities on images, with feedback afterward from instructors, and they thought the best approach was a volunteer-based system of answering questions using the Socratic method in the small group. They desired to be asked questions in a way that was constructive and not belittling, to realize their knowledge deficits and to have daily pressure to come prepared. The respondents thought that pimping was an effective teaching tool, supporting previous studies.When teaching radiology, instructors should use the Socratic method to a greater extent. Combining Socratic teaching with gentle questioning by an instructor through the use of PowerPoint is a preferred method among medical students. This information is useful to improve medical education in the future, especially in radiology education.

If You Can't Say Something Nice, at Least Make It Interesting

This month's editorial takes its cue from the excellent article on using PowerPoint by one of the journal's most faithful correspondents, Richard Gunderman. These days, nearly all of us have cause to make the occasional presentation, whether to a meeting of the practice, a community group, a residents' conference, or a lecture at a major scientific meeting. I am grateful for Dr Gunderman's many contributions to the journal, as well as the opportunity his article affords me to air my own views on the use of PowerPoint and radiology presentations more generally.

Does the Method of Celiac Revascularization Predict Outcome for Patients with Median Arcuate Ligament Syndrome?

and treatment of the patient via case-study. A case-study approach involving the use of power-point and group discussion will provide learners with the opportunity to understand the pathophysiology of HIT along with recognition and treatment measures. The focus will be on the vascular nurse’s role in assuring positive clinical outcomes for the patient. The nurse’s role in caring for a patient is pivotal in the successful management of HIT including early recognition, avoidance of all heparin products, appropriate medication administration, and completion of comprehensive assessments.

Minimal Incision Aortic Aneurysm Repair: An Underutilized But Safe Technique

and treatment of the patient via case-study. A case-study approach involving the use of power-point and group discussion will provide learners with the opportunity to understand the pathophysiology of HIT along with recognition and treatment measures. The focus will be on the vascular nurse’s role in assuring positive clinical outcomes for the patient. The nurse’s role in caring for a patient is pivotal in the successful management of HIT including early recognition, avoidance of all heparin products, appropriate medication administration, and completion of comprehensive assessments.

The Effective Use of PowerPoint to Facilitate Active Learning

(2010). The Effective Use of PowerPoint to Facilitate Active Learning. Journal of Physical Education, Recreation & Dance: Vol. 81, No. 5, pp. 12-16.

Strategy and PowerPoint: An Inquiry into the Epistemic Culture and Machinery of Strategy Making

PowerPoint has come to dominate organizational life in general and strategy making in particular. The technology is lauded by its proponents as a powerful tool for communication and excoriated by its critics as dangerously simplifying. This study takes a deeper look into how PowerPoint is mobilized in strategy making through an ethnographic study inside one organization. It treats PowerPoint as a technology embedded in the discursive practices of strategic knowledge production and suggests that these practices make up the epistemic or knowledge culture of the organization. Conceptualizing culture as composed of practices foregrounds the “machineries” of knowing. Results from a genre analysis of PowerPoint use suggest that it should not be characterized simply as effective or ineffective, as current PowerPoint controversies do. Instead, I show how the affordances of PowerPoint enabled the difficult task of collaborating to negotiate meaning in an uncertain environment, creating spaces for discussion, making recombinations possible, allowing for adjustments as ideas evolved, and providing access to a wide range of actors. These affordances also facilitated cartographic efforts to draw boundaries around the scope of a strategy by certifying certain ideas and allowing document owners to include or exclude certain slides or participants. These discursive practices—collaboration and cartography—are part of the “epistemic machinery” of strategy culture. This analysis demonstrates that strategy making is not only about analysis of industry structure, competitive positioning, or resources, as assumed in content-based strategy research, but it is also about how the production and use of PowerPoint documents that shape these ideas.

Student Attitude Towards And Use Of Powerpoint Slides As Study Guides In Undergraduate Introductory Financial Accounting

This study examines undergraduate business students’ attitude towards and use of Powerpoint® slides provided as a supplement to class attendance, textbook reading, and other traditional course resources. A survey of students with six majors (accounting, finance, marketing, management, international business and management information systems) enrolled in the undergraduate introductory financial accounting class in which the instructor provided Powerpoint® slides in addition to traditional course lectures and materials for student use. The students’ learning strategies, as self reported in a questionnaire, (Table 7) were compared against class attendance, test performance, and overall course performance. Consistent with several prior studies, this study found little relationship between use of these resources and grades on exams or overall course grades. Further, this study found that students do not view these supplemental on-line resources as a substitute for class attendance.

Humanities as an aid to lateral thinking in medicine

The workshop exceeded our wildest expectations with a huge attendance and people needing to stand in a large auditorium. We had expected an audience of 10 delegates or less. After all, we were presenting on an area of clinical practice and a concept that many of our colleagues shun. And yet we were doing nothing new, although it is true that we tried to avoid any more than minimal use of PowerPoint, which for many of us is a release from this singular method of modern age medical education. This allowed the words of poetry to speak and the sound of music to inspire those in the room. The impact of the projection of Luke Fildes’s painting, “The Doctor”, ensured people forgot that the medium was PowerPoint, with more the feel of an old-fashioned projector slide being exhibited. We did not know there would be a roving microphone, let alone believe we would need one. This simple yet invaluable aid allowed us all the privilege to hear experienced family physicians sharing their wisdom with colleagues. Such was the material presented that delegates contributed with enthusiasm as to how the emotion generated by the music, poetry and art related to their patients and their experiences, and for them translated difficulties into meaning. How fortunate we were for contributions from colleagues all over the globe and not least those whose first language was not English. Similarly we were honoured to have the presence of a well-known writer and previous president of the RCGP, and the honorary secretary of the RCGP to attend our workshop. Perhaps this spoke to us how inadequate the biomedical approach alone can be to holistic family physicians whose patients (and us) are searching for answers, meaning and understanding. The recent death of the GP writer and professor of anthropology, Cecil Helman, reminded us of how important lateral thinking is in making the distinction between disease and illness. He was one of the first to write on the subject and devoted his life to what the patient narrative can reveal about their inner world and illness. Attending a WONCA conference, especially being lucky enough to have space to share one’s ideas, can be an inspirational experience. We feel sure that most of the delegates returned to clinical practice feeling refreshed, with countless new ideas and thoughts. In particular, on how to help their patients and themselves understand how family physicians can work better through the often difficult and treacherous journeys through life’s challenges together.

Strategy and Powerpoint: An Inquiry into the Epistemic Culture and Machinery of Strategy Making

PowerPoint has come to dominate organizational life in general and strategy making in particular. The technology is lauded by its proponents as a powerful tool for communication and excoriated by its critics as dangerously simplifying. This study takes a deeper look into how PowerPoint is mobilized in strategy making through an ethnographic study inside one organization. It treats PowerPoint as a technology embedded in the discursive practices of strategic knowledge production and suggests that these practices make up the epistemic or knowledge culture of the organization. Conceptualizing culture as composed of practices foregrounds the “machineries” of knowing. Results from a genre analysis of PowerPoint use suggest that it should not be characterized simply as effective or ineffective as current PowerPoint controversies do. Instead, I show how the affordances of PowerPoint enabled the difficult task of collaborating to negotiate meaning in an uncertain environment, creating spaces for discussion, making recombinations possible, allowing for adjustments as ideas evolved and providing access to a wide range of actors. These affordances also facilitated cartographic efforts to draw boundaries around the scope of a strategy by certifying certain ideas and allowing document owners to include or exclude certain slides or participants. These discursive practices – collaboration and cartography – are part of the “epistemic machinery” of strategy culture. This analysis demonstrates that strategy making is not only about analysis of industry structure, competitive positioning or resources as assumed in content-based strategy research but also about the production and use of PowerPoint documents that embody these ideas.

Perspective: A Perfect Storm: The Convergence of Bullet Points, Competencies, and Screen Reading in Medical Education

Three distinct phenomena are currently at play in medical education: (1) the pervasive use of PowerPoint in teaching, (2) the wholesale application of competency models, and (3) the shift from paper reading to screen reading regardless of course, text, or genre. Finding themselves placed at this intersection, students encounter fewer and fewer opportunities to practice some of the very cognitive and affective habits medical educators say they value in physicians, particularly critical reflection and deliberation, an eye for nuance, context, and ambiguity, and an appreciation that becoming a doctor involves more than learning content or performing skills. This article confronts these phenomena singly and then at their intersection, which may discourage, even dismantle, many of these habits. The author proposes that the rapid shift over the past decade to a technology-driven, competency-oriented environment in medical education is the medical educators' creation, one that sets up conditions for a perfect cognitive storm.

A comparison of graduate and undergraduate teacher education students' perceptions of their instructors' use of Microsoft PowerPoint

This study explored the perceptions of 304 teacher education students regarding how effectively and meaningfully their instructors use the Microsoft PowerPoint presentation software program in their teaching and compared graduate and undergraduate students' perceptions to determine the extent to which graduate and undergraduate teacher educators differ in the ways they employ PowerPoint. Data were collected through semi‐structured interviews and surveys. The Mann‐Whitney U tests identified significant differences between undergraduate and graduate students' perceptions of their instructors' use of MS PowerPoint in their teaching. Specifically, this study found that compared to graduate students, significantly more undergraduate students reported that their instructors (a) use PowerPoint as a straight lecturing tool, (b) read directly from slides, (c) present the whole class in PowerPoint, (d) present information on the slide that is directly copied from the textbook. In addition, significantly more undergraduate students reported experiencing PowerPoint overload due to overfull presentations and the rapid pace of instruction.

Perception and Use of PowerPoint at Library Instruction Conferences

This article examines Microsoft PowerPoint use at library conferences. Through a survey of two hundred librarians, the first part explores librarians’ perceptions of PowerPoint use at library instruction conferences. Through a content analysis of sixty-seven PowerPoint presentations, the second part of the paper describes the design strategies and techniques used by instruction librarians to share their knowledge and work with colleagues at conferences. Based on the results of the survey, content analysis, and the advice of presentation consultants, the final section of the paper recommends ways to improve PowerPoint presentations.

PowerPoint-Based Lectures in Business Education: An Empirical Investigation of Student-Perceived Novelty and Effectiveness

The use of PowerPoint (PPT)-based lectures in business classes is prevalent, yet it remains empirically understudied in business education research. The authors investigate whether students in the contemporary business classroom view PPT as a novel stimulus and whether these perceptions of novelty are related to students' self-assessment of learning. Results indicate that the degree of novelty that undergraduate business students associate with PPT-based teaching significantly relates to their perceptions of PPT's impact on cognitive learning and classroom interaction. Students' views of PPT as a novel stimulus are also associated with their perception of specific constructive and dysfunctional classroom behaviors and attitudes. The authors discuss their findings and offer implications for instructors and researchers in business education.

Using PowerPoint to Encourage Active Learning

Educators have recognized that curricula must become more focused on developing student skills and less focused on memorization of rules. Increasing demands on student time make it necessary for students to access learning support tools on demand. Successful curricula give students opportunities for active learning and opportunities to be self-regulated learners. Teaching students how to be active, self-regulated learners prepares them for careers which will require them to be lifelong learners. The creative use of technology throughout the curriculum can help educators bring active learning experiences to their students. This article describes the development of an interactive PowerPoint module for use in an introductory accounting course in a business school. This use of PowerPoint provides students with immediate, appropriate feedback with explanatory details. This tool is designed to be used outside of the classroom at the student’s own pace and can be used in disciplines other than accounting.

The Impact of PowerPoint on Student Performance and Course Evaluations in Economics Courses: An Experiment at Six Institutions

This study examines the impact of PowerPoint on student performance and course evaluations in economics courses. Professors from six different colleges each taught two or more sections of a course. PowerPoint was used in at least one of the two sections and a more traditional chalk and talk method was used in the others. Using pooled regression analysis, the results showed that PowerPoint did not have an impact on grades when controlling for absences, hours of study, previous economics courses, math SAT scores, and gender. Although there was no impact on performance, the majority of students indicated that they prefer courses taught with PowerPoint. This preference is contradicted by the lower course evaluations at three of the six institutions in the sections taught with PowerPoint. Overall, the results suggest that the use of PowerPoint can be based on the professor's preference since there is no impact on performance, but professors should compare their own evaluations in sections taught with and without PowerPoint.

Using concept mapping principles in PowerPoint

The use of linear PowerPoint templates to support lectures may inadvertently encourage dental students to adopt a passive approach to learning and a narrow appreciation of the field of study. Such presentations may support short-term learning gains and validate assessment regimes that promote surface learning approaches at the expense of developing a wider appreciation of the field that is necessary for development of clinical expertise. Exploitation of concept mapping principles can provide a balance for the negative learning behaviour that is promoted by the unreflective use of PowerPoint. This increases the opportunities for students to access holistic knowledge structures that are indicators of expertise. We illustrate this using the example of partial denture design and show that undergraduates' grasp of learning and teaching issues is sufficiently sophisticated for them to appreciate the implications of varying the mode of presentation. Our findings indicate that students understand the strategic value of bullet-pointed presentations for short-term assessment goals and the benefits of deep learning mediated by concept mapping that may support longer term professional development. Students are aware of the tension between these competing agendas.