Comparing students’ evaluations and recall for Student Pecha Kucha and PowerPoint Presentations

Main Article Content

Alisa A Beyer
Catherine Gaze
Julia Lazicki

Abstract

Two experiments compared student reaction to and memory of peer presentations using either a fast-paced, images only format (Pecha Kucha) or a traditional PowerPoint presentation. In experiment 1, students saw a prerecorded 5-minute PowerPoint, 10-minute PowerPoint, or 5-minute Pecha Kucha presentation. Students rated the presentation and wrote down main points. One week later students completed an on-line survey. There were no recall differences, but a visual purpose rating was higher for Pecha Kucha. In experiment 2, students watched two presentations (10-minute PowerPoint and 5-minute Pecha Kucha) in a counterbalanced within-subjects design (same procedures used). Although students rated the Pecha Kucha presentation more positively, there were no recall differences. Results suggest Pecha Kucha is a useful student presentation style that maintains similar levels of retention.

Downloads

Download data is not yet available.

Article Details

How to Cite
Beyer, A. A., Gaze, C., & Lazicki, J. (2013). Comparing students’ evaluations and recall for Student Pecha Kucha and PowerPoint Presentations. Journal of Teaching and Learning With Technology, 1(2), 26–42. Retrieved from https://scholarworks.iu.edu/journals/index.php/jotlt/article/view/3109
Section
Articles
Author Biographies

Alisa A Beyer, Dominican University

Psychology Department

Assistant Professor

Catherine Gaze, Elmhurst College

Psychology Department

Assistant professor

Julia Lazicki, Dominican University

student research assistant

References

Adesope, O.O., & Nesbit, J.C. (2012). Verbal redundancy in multimedia learning environments: A meta-analysis. Journal of Educational Psychology, 104(1), 250-263. Doi:10.1037/a—26147.

Beyer, A.M., & Earle, M. (2009). Pecha Kucha presentations as an exam review activity. Poster presented at International Society for Scholarship of Teaching and Learning meeting, Bloomington, IN (October, 2009).

Beyer, A.M. (2011). Improving student presentations: Pecha Kucha and just plain PowerPoint. Teaching of Psychology, 38 (2), 122-126. doi: 10.1177/0098628311401588

Dunn, D., McCarthy, M., Baker, S., Halonen, J., & Hill, G.W. (2007). Quality benchmarks of an undergraduate psychology program. American Psychologist, 62(7), 650-670. doi: 10.1037/0003066X.62.7.650

Eves, R.L., & Davis, L.E. (2008). Death by PowerPoint? Journal of College Science Teaching, 37(5), 8-9. Retrieve from: http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=32085818&loginpage=Login.asp&site=ehost-live&scope=site

Falchikov, N., & Goldfinch, J. (2000). Student peer assessment in higher education: A metaanalysis comparing peer and teacher marks. Review of Educational Research, 70(3), 287.

Glendall, J. (2007, December). 20 presentations. 20 slides. 20 seconds. Architecture, 66-69. Retrieved from http:www.architechturemagzine.com

Halonen, J.S., Appleby, D.C., Brewer, C.L., Buskist, W., Gillem, A.R., Halpern, D.F., et al. (APA Task Force on Undergraduate Major Competencies). (2002). Undergraduate psychology major learning goals and outcomes: A report. Washington, DC: American Psychological Association.

Klein Dytham architecture. (n.d.). Pecha Kucha night. Retrieved August 4, 2011from http://www.pecha-kucha.org/

Klentzin, J.C., Paladino, E.B., Johnson, B., & Devine, C. (2009). Pecha Kucha: Using “lightning talk” in university instruction. Computers & Education, 35(3), 175-187. DOI: 10.1016/S03601315(00)00030-0.

Mayer, R.E. & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38, 43-52. DOI : 10.1207/S15326985EP3801_6

Mayer, R. E., Moreno, R., Boire M., & Vagge S. (1999). Maximizing constructivist learning from multimedia communications by minimizing cognitive load. Journal of Educational Psychology , 91, 638-643. DOI: 10.1037/0022-0663.91.4.638

Paradi, D. (2003, September). Communicating Using Technology. Retrieved from http://www.communicateusingtechnology.com/pptresults.htm

Patri, M. (2002). The influence of peer feedback on self and peer-assessment of oral skills. Language Testing, 19(2), 109-131. DOI:10.1191/0265532202lt224oa

Pink, D. (2007, August 21). Pecha Kucha: Get to the PowerPoint in 20 slides and then sit the hell down. Wired Magazine, 15(9). Retrieved August 4, 201 from http://www.wired.com/techbiz/media/magazine/15-09/st_pechakucha

Savoy, A., Proctor, R.W., & Salvendy, G. (2009). Information retention from PowerPoint and traditional lectures. Computers & Education, 52, 858-867. doi: 10.1016/j.compedu.2008.12.005

Slamecka, N.J., & Graf, P. (1978). The generation effect: Delineation of a phenomenon. . Journal of Experimental Psychology: Human Learning and Memory, 4(6), 592-604. doi: 10.1037/0278-7393.4.6.592

Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4, 295-312.

Wecker, C. (2012). Slide presentations as speech suppressors: When and why learners miss oral information. Computers & Education, 59, 260-273. doi: 10.1016/j.compedu.2012.01.013