What Does Research Say on PowerPoint as Teaching Tool?

This post comes to you courtesy of a blog I follow authored by Ron Berk (http://ronberk.blogspot.com/):

Here are the top 10 conclusions on research on PowerPoint for you to use next time you are putting together one for your teaching:


1. Most students prefer PowerPoint® to traditional lecture (Amare, 2006; Hastings & Attila, 2000; Savoy, Proctor, & Salvendy, 2009), despite how boring it might be (Mann & Robinson, 2009)

2. Traditional PowerPoint® doesn’t produce significant differences in learning (review by Levasseur & Sawyer, 2006) compared to several alternatives

3. Reading text verbatim on a slide off of the screen decreases learning and retention (“redundancy principle”) (Mayer & Johnson, 2008)

4. Gill Sans, Souvenir, and similar fonts are more comfortable to read, interesting, attractive, and professional compared to other fonts (Mackiewicz, 2007a)

5. High-contrast colors and easy-to-read text, graphs, and graphics increase learning (Bradshaw, 2003)

6. High-contrast slides are not more effective than medium-contrast slides in learning and satisfaction (Earnest, 2003)

7. Full-sentence headline (written as an assertion) compared to a word or phrase increases retention of slide content, especially with a clear supportive graphic (Alley & Neeley, 2005; Alley, Schreiber, Ramsdell, & Muffo, 2006)

8. Irrelevant pictures accompanying text and sound effects decrease learning (Bartsch & Cobern, 2003)

9. 2D graphs are preferable to 3D graphs for clarity and comprehension (Mackiewicz, 2007b; Stewart, Cipolla, & Best, 2009)

10. Cool color (blue, green, etc.) high-contrast graphs are preferred over warm colors (Mackiewicz, 2007b)