- Search Menu
![](http://blog10.website/777/templates/cheerup2/res/banner1.gif)
Sign in through your institution
- Browse content in Arts and Humanities
- Browse content in Archaeology
- Anglo-Saxon and Medieval Archaeology
- Archaeological Methodology and Techniques
- Archaeology by Region
- Archaeology of Religion
- Archaeology of Trade and Exchange
- Biblical Archaeology
- Contemporary and Public Archaeology
- Environmental Archaeology
- Historical Archaeology
- History and Theory of Archaeology
- Industrial Archaeology
- Landscape Archaeology
- Mortuary Archaeology
- Prehistoric Archaeology
- Underwater Archaeology
- Zooarchaeology
- Browse content in Architecture
- Architectural Structure and Design
- History of Architecture
- Residential and Domestic Buildings
- Theory of Architecture
- Browse content in Art
- Art Subjects and Themes
- History of Art
- Industrial and Commercial Art
- Theory of Art
- Biographical Studies
- Byzantine Studies
- Browse content in Classical Studies
- Classical History
- Classical Philosophy
- Classical Mythology
- Classical Numismatics
- Classical Literature
- Classical Reception
- Classical Art and Architecture
- Classical Oratory and Rhetoric
- Greek and Roman Papyrology
- Greek and Roman Epigraphy
- Greek and Roman Law
- Greek and Roman Archaeology
- Late Antiquity
- Religion in the Ancient World
- Social History
- Digital Humanities
- Browse content in History
- Colonialism and Imperialism
- Diplomatic History
- Environmental History
- Genealogy, Heraldry, Names, and Honours
- Genocide and Ethnic Cleansing
- Historical Geography
- History by Period
- History of Emotions
- History of Agriculture
- History of Education
- History of Gender and Sexuality
- Industrial History
- Intellectual History
- International History
- Labour History
- Legal and Constitutional History
- Local and Family History
- Maritime History
- Military History
- National Liberation and Post-Colonialism
- Oral History
- Political History
- Public History
- Regional and National History
- Revolutions and Rebellions
- Slavery and Abolition of Slavery
- Social and Cultural History
- Theory, Methods, and Historiography
- Urban History
- World History
- Browse content in Language Teaching and Learning
- Language Learning (Specific Skills)
- Language Teaching Theory and Methods
- Browse content in Linguistics
- Applied Linguistics
- Cognitive Linguistics
- Computational Linguistics
- Forensic Linguistics
- Grammar, Syntax and Morphology
- Historical and Diachronic Linguistics
- History of English
- Language Evolution
- Language Reference
- Language Acquisition
- Language Variation
- Language Families
- Lexicography
- Linguistic Anthropology
- Linguistic Theories
- Linguistic Typology
- Phonetics and Phonology
- Psycholinguistics
- Sociolinguistics
- Translation and Interpretation
- Writing Systems
- Browse content in Literature
- Bibliography
- Children's Literature Studies
- Literary Studies (American)
- Literary Studies (Romanticism)
- Literary Studies (European)
- Literary Studies (Eco-criticism)
- Literary Studies (Asian)
- Literary Studies (Modernism)
- Literary Studies - World
- Literary Studies (1500 to 1800)
- Literary Studies (19th Century)
- Literary Studies (20th Century onwards)
- Literary Studies (African American Literature)
- Literary Studies (British and Irish)
- Literary Studies (Early and Medieval)
- Literary Studies (Fiction, Novelists, and Prose Writers)
- Literary Studies (Gender Studies)
- Literary Studies (Graphic Novels)
- Literary Studies (History of the Book)
- Literary Studies (Plays and Playwrights)
- Literary Studies (Poetry and Poets)
- Literary Studies (Postcolonial Literature)
- Literary Studies (Queer Studies)
- Literary Studies (Science Fiction)
- Literary Studies (Travel Literature)
- Literary Studies (War Literature)
- Literary Studies (Women's Writing)
- Literary Theory and Cultural Studies
- Mythology and Folklore
- Shakespeare Studies and Criticism
- Browse content in Media Studies
- Browse content in Music
- Applied Music
- Dance and Music
- Ethics in Music
- Ethnomusicology
- Gender and Sexuality in Music
- Medicine and Music
- Music Cultures
- Music and Media
- Music and Religion
- Music and Culture
- Music Education and Pedagogy
- Music Theory and Analysis
- Musical Scores, Lyrics, and Libretti
- Musical Structures, Styles, and Techniques
- Musicology and Music History
- Performance Practice and Studies
- Race and Ethnicity in Music
- Sound Studies
- Browse content in Performing Arts
- Browse content in Philosophy
- Aesthetics and Philosophy of Art
- Epistemology
- Feminist Philosophy
- History of Western Philosophy
- Metaphysics
- Moral Philosophy
- Non-Western Philosophy
- Philosophy of Language
- Philosophy of Mind
- Philosophy of Perception
- Philosophy of Science
- Philosophy of Action
- Philosophy of Law
- Philosophy of Religion
- Philosophy of Mathematics and Logic
- Practical Ethics
- Social and Political Philosophy
- Browse content in Religion
- Biblical Studies
- Christianity
- East Asian Religions
- History of Religion
- Judaism and Jewish Studies
- Qumran Studies
- Religion and Education
- Religion and Health
- Religion and Politics
- Religion and Science
- Religion and Law
- Religion and Art, Literature, and Music
- Religious Studies
- Browse content in Society and Culture
- Cookery, Food, and Drink
- Cultural Studies
- Customs and Traditions
- Ethical Issues and Debates
- Hobbies, Games, Arts and Crafts
- Natural world, Country Life, and Pets
- Popular Beliefs and Controversial Knowledge
- Sports and Outdoor Recreation
- Technology and Society
- Travel and Holiday
- Visual Culture
- Browse content in Law
- Arbitration
- Browse content in Company and Commercial Law
- Commercial Law
- Company Law
- Browse content in Comparative Law
- Systems of Law
- Competition Law
- Browse content in Constitutional and Administrative Law
- Government Powers
- Judicial Review
- Local Government Law
- Military and Defence Law
- Parliamentary and Legislative Practice
- Construction Law
- Contract Law
- Browse content in Criminal Law
- Criminal Procedure
- Criminal Evidence Law
- Sentencing and Punishment
- Employment and Labour Law
- Environment and Energy Law
- Browse content in Financial Law
- Banking Law
- Insolvency Law
- History of Law
- Human Rights and Immigration
- Intellectual Property Law
- Browse content in International Law
- Private International Law and Conflict of Laws
- Public International Law
- IT and Communications Law
- Jurisprudence and Philosophy of Law
- Law and Politics
- Law and Society
- Browse content in Legal System and Practice
- Courts and Procedure
- Legal Skills and Practice
- Legal System - Costs and Funding
- Primary Sources of Law
- Regulation of Legal Profession
- Medical and Healthcare Law
- Browse content in Policing
- Criminal Investigation and Detection
- Police and Security Services
- Police Procedure and Law
- Police Regional Planning
- Browse content in Property Law
- Personal Property Law
- Restitution
- Study and Revision
- Terrorism and National Security Law
- Browse content in Trusts Law
- Wills and Probate or Succession
- Browse content in Medicine and Health
- Browse content in Allied Health Professions
- Arts Therapies
- Clinical Science
- Dietetics and Nutrition
- Occupational Therapy
- Operating Department Practice
- Physiotherapy
- Radiography
- Speech and Language Therapy
- Browse content in Anaesthetics
- General Anaesthesia
- Clinical Neuroscience
- Browse content in Clinical Medicine
- Acute Medicine
- Cardiovascular Medicine
- Clinical Genetics
- Clinical Pharmacology and Therapeutics
- Dermatology
- Endocrinology and Diabetes
- Gastroenterology
- Genito-urinary Medicine
- Geriatric Medicine
- Infectious Diseases
- Medical Toxicology
- Medical Oncology
- Pain Medicine
- Palliative Medicine
- Rehabilitation Medicine
- Respiratory Medicine and Pulmonology
- Rheumatology
- Sleep Medicine
- Sports and Exercise Medicine
- Community Medical Services
- Critical Care
- Emergency Medicine
- Forensic Medicine
- Haematology
- History of Medicine
- Browse content in Medical Skills
- Clinical Skills
- Communication Skills
- Nursing Skills
- Surgical Skills
- Browse content in Medical Dentistry
- Oral and Maxillofacial Surgery
- Paediatric Dentistry
- Restorative Dentistry and Orthodontics
- Surgical Dentistry
- Medical Ethics
- Medical Statistics and Methodology
- Browse content in Neurology
- Clinical Neurophysiology
- Neuropathology
- Nursing Studies
- Browse content in Obstetrics and Gynaecology
- Gynaecology
- Occupational Medicine
- Ophthalmology
- Otolaryngology (ENT)
- Browse content in Paediatrics
- Neonatology
- Browse content in Pathology
- Chemical Pathology
- Clinical Cytogenetics and Molecular Genetics
- Histopathology
- Medical Microbiology and Virology
- Patient Education and Information
- Browse content in Pharmacology
- Psychopharmacology
- Browse content in Popular Health
- Caring for Others
- Complementary and Alternative Medicine
- Self-help and Personal Development
- Browse content in Preclinical Medicine
- Cell Biology
- Molecular Biology and Genetics
- Reproduction, Growth and Development
- Primary Care
- Professional Development in Medicine
- Browse content in Psychiatry
- Addiction Medicine
- Child and Adolescent Psychiatry
- Forensic Psychiatry
- Learning Disabilities
- Old Age Psychiatry
- Psychotherapy
- Browse content in Public Health and Epidemiology
- Epidemiology
- Public Health
- Browse content in Radiology
- Clinical Radiology
- Interventional Radiology
- Nuclear Medicine
- Radiation Oncology
- Reproductive Medicine
- Browse content in Surgery
- Cardiothoracic Surgery
- Gastro-intestinal and Colorectal Surgery
- General Surgery
- Neurosurgery
- Paediatric Surgery
- Peri-operative Care
- Plastic and Reconstructive Surgery
- Surgical Oncology
- Transplant Surgery
- Trauma and Orthopaedic Surgery
- Vascular Surgery
- Browse content in Science and Mathematics
- Browse content in Biological Sciences
- Aquatic Biology
- Biochemistry
- Bioinformatics and Computational Biology
- Developmental Biology
- Ecology and Conservation
- Evolutionary Biology
- Genetics and Genomics
- Microbiology
- Molecular and Cell Biology
- Natural History
- Plant Sciences and Forestry
- Research Methods in Life Sciences
- Structural Biology
- Systems Biology
- Zoology and Animal Sciences
- Browse content in Chemistry
- Analytical Chemistry
- Computational Chemistry
- Crystallography
- Environmental Chemistry
- Industrial Chemistry
- Inorganic Chemistry
- Materials Chemistry
- Medicinal Chemistry
- Mineralogy and Gems
- Organic Chemistry
- Physical Chemistry
- Polymer Chemistry
- Study and Communication Skills in Chemistry
- Theoretical Chemistry
- Browse content in Computer Science
- Artificial Intelligence
- Computer Architecture and Logic Design
- Game Studies
- Human-Computer Interaction
- Mathematical Theory of Computation
- Programming Languages
- Software Engineering
- Systems Analysis and Design
- Virtual Reality
- Browse content in Computing
- Business Applications
- Computer Security
- Computer Games
- Computer Networking and Communications
- Digital Lifestyle
- Graphical and Digital Media Applications
- Operating Systems
- Browse content in Earth Sciences and Geography
- Atmospheric Sciences
- Environmental Geography
- Geology and the Lithosphere
- Maps and Map-making
- Meteorology and Climatology
- Oceanography and Hydrology
- Palaeontology
- Physical Geography and Topography
- Regional Geography
- Soil Science
- Urban Geography
- Browse content in Engineering and Technology
- Agriculture and Farming
- Biological Engineering
- Civil Engineering, Surveying, and Building
- Electronics and Communications Engineering
- Energy Technology
- Engineering (General)
- Environmental Science, Engineering, and Technology
- History of Engineering and Technology
- Mechanical Engineering and Materials
- Technology of Industrial Chemistry
- Transport Technology and Trades
- Browse content in Environmental Science
- Applied Ecology (Environmental Science)
- Conservation of the Environment (Environmental Science)
- Environmental Sustainability
- Environmentalist Thought and Ideology (Environmental Science)
- Management of Land and Natural Resources (Environmental Science)
- Natural Disasters (Environmental Science)
- Nuclear Issues (Environmental Science)
- Pollution and Threats to the Environment (Environmental Science)
- Social Impact of Environmental Issues (Environmental Science)
- History of Science and Technology
- Browse content in Materials Science
- Ceramics and Glasses
- Composite Materials
- Metals, Alloying, and Corrosion
- Nanotechnology
- Browse content in Mathematics
- Applied Mathematics
- Biomathematics and Statistics
- History of Mathematics
- Mathematical Education
- Mathematical Finance
- Mathematical Analysis
- Numerical and Computational Mathematics
- Probability and Statistics
- Pure Mathematics
- Browse content in Neuroscience
- Cognition and Behavioural Neuroscience
- Development of the Nervous System
- Disorders of the Nervous System
- History of Neuroscience
- Invertebrate Neurobiology
- Molecular and Cellular Systems
- Neuroendocrinology and Autonomic Nervous System
- Neuroscientific Techniques
- Sensory and Motor Systems
- Browse content in Physics
- Astronomy and Astrophysics
- Atomic, Molecular, and Optical Physics
- Biological and Medical Physics
- Classical Mechanics
- Computational Physics
- Condensed Matter Physics
- Electromagnetism, Optics, and Acoustics
- History of Physics
- Mathematical and Statistical Physics
- Measurement Science
- Nuclear Physics
- Particles and Fields
- Plasma Physics
- Quantum Physics
- Relativity and Gravitation
- Semiconductor and Mesoscopic Physics
- Browse content in Psychology
- Affective Sciences
- Clinical Psychology
- Cognitive Psychology
- Cognitive Neuroscience
- Criminal and Forensic Psychology
- Developmental Psychology
- Educational Psychology
- Evolutionary Psychology
- Health Psychology
- History and Systems in Psychology
- Music Psychology
- Neuropsychology
- Organizational Psychology
- Psychological Assessment and Testing
- Psychology of Human-Technology Interaction
- Psychology Professional Development and Training
- Research Methods in Psychology
- Social Psychology
- Browse content in Social Sciences
- Browse content in Anthropology
- Anthropology of Religion
- Human Evolution
- Medical Anthropology
- Physical Anthropology
- Regional Anthropology
- Social and Cultural Anthropology
- Theory and Practice of Anthropology
- Browse content in Business and Management
- Business Ethics
- Business Strategy
- Business History
- Business and Technology
- Business and Government
- Business and the Environment
- Comparative Management
- Corporate Governance
- Corporate Social Responsibility
- Entrepreneurship
- Health Management
- Human Resource Management
- Industrial and Employment Relations
- Industry Studies
- Information and Communication Technologies
- International Business
- Knowledge Management
- Management and Management Techniques
- Operations Management
- Organizational Theory and Behaviour
- Pensions and Pension Management
- Public and Nonprofit Management
- Social Issues in Business and Management
- Strategic Management
- Supply Chain Management
- Browse content in Criminology and Criminal Justice
- Criminal Justice
- Criminology
- Forms of Crime
- International and Comparative Criminology
- Youth Violence and Juvenile Justice
- Development Studies
- Browse content in Economics
- Agricultural, Environmental, and Natural Resource Economics
- Asian Economics
- Behavioural Finance
- Behavioural Economics and Neuroeconomics
- Econometrics and Mathematical Economics
- Economic History
- Economic Systems
- Economic Methodology
- Economic Development and Growth
- Financial Markets
- Financial Institutions and Services
- General Economics and Teaching
- Health, Education, and Welfare
- History of Economic Thought
- International Economics
- Labour and Demographic Economics
- Law and Economics
- Macroeconomics and Monetary Economics
- Microeconomics
- Public Economics
- Urban, Rural, and Regional Economics
- Welfare Economics
- Browse content in Education
- Adult Education and Continuous Learning
- Care and Counselling of Students
- Early Childhood and Elementary Education
- Educational Equipment and Technology
- Educational Strategies and Policy
- Higher and Further Education
- Organization and Management of Education
- Philosophy and Theory of Education
- Schools Studies
- Secondary Education
- Teaching of a Specific Subject
- Teaching of Specific Groups and Special Educational Needs
- Teaching Skills and Techniques
- Browse content in Environment
- Applied Ecology (Social Science)
- Climate Change
- Conservation of the Environment (Social Science)
- Environmentalist Thought and Ideology (Social Science)
- Management of Land and Natural Resources (Social Science)
- Natural Disasters (Environment)
- Pollution and Threats to the Environment (Social Science)
- Social Impact of Environmental Issues (Social Science)
- Sustainability
- Browse content in Human Geography
- Cultural Geography
- Economic Geography
- Political Geography
- Browse content in Interdisciplinary Studies
- Communication Studies
- Museums, Libraries, and Information Sciences
- Browse content in Politics
- African Politics
- Asian Politics
- Chinese Politics
- Comparative Politics
- Conflict Politics
- Elections and Electoral Studies
- Environmental Politics
- Ethnic Politics
- European Union
- Foreign Policy
- Gender and Politics
- Human Rights and Politics
- Indian Politics
- International Relations
- International Organization (Politics)
- Irish Politics
- Latin American Politics
- Middle Eastern Politics
- Political Behaviour
- Political Economy
- Political Institutions
- Political Methodology
- Political Communication
- Political Philosophy
- Political Sociology
- Political Theory
- Politics and Law
- Politics of Development
- Public Policy
- Public Administration
- Qualitative Political Methodology
- Quantitative Political Methodology
- Regional Political Studies
- Russian Politics
- Security Studies
- State and Local Government
- UK Politics
- US Politics
- Browse content in Regional and Area Studies
- African Studies
- Asian Studies
- East Asian Studies
- Japanese Studies
- Latin American Studies
- Middle Eastern Studies
- Native American Studies
- Scottish Studies
- Browse content in Research and Information
- Research Methods
- Browse content in Social Work
- Addictions and Substance Misuse
- Adoption and Fostering
- Care of the Elderly
- Child and Adolescent Social Work
- Couple and Family Social Work
- Direct Practice and Clinical Social Work
- Emergency Services
- Human Behaviour and the Social Environment
- International and Global Issues in Social Work
- Mental and Behavioural Health
- Social Justice and Human Rights
- Social Policy and Advocacy
- Social Work and Crime and Justice
- Social Work Macro Practice
- Social Work Practice Settings
- Social Work Research and Evidence-based Practice
- Welfare and Benefit Systems
- Browse content in Sociology
- Childhood Studies
- Community Development
- Comparative and Historical Sociology
- Disability Studies
- Economic Sociology
- Gender and Sexuality
- Gerontology and Ageing
- Health, Illness, and Medicine
- Marriage and the Family
- Migration Studies
- Occupations, Professions, and Work
- Organizations
- Population and Demography
- Race and Ethnicity
- Social Theory
- Social Movements and Social Change
- Social Research and Statistics
- Social Stratification, Inequality, and Mobility
- Sociology of Religion
- Sociology of Education
- Sport and Leisure
- Urban and Rural Studies
- Browse content in Warfare and Defence
- Defence Strategy, Planning, and Research
- Land Forces and Warfare
- Military Administration
- Military Life and Institutions
- Naval Forces and Warfare
- Other Warfare and Defence Issues
- Peace Studies and Conflict Resolution
- Weapons and Equipment
![computer education theories ppt Computers and Society: Modern Perspectives](https://oup.silverchair-cdn.com/oup/backfile/content_public/books/41802/book/1/m_9780198827085.jpeg?Expires=1726686017&Signature=nZK-tvMjCsVuxsFHRP4BwC29iolCQwivzYGhQ7qqQbRpH25WFQ~pHrVLd2NL36N-1yOYDW85awe2MS7TVshukTFm-u8delaBS1ivwLs2xtREe0QLAV7V0gb7LhbM813H8tRjPLHKiTvmp3mxaOngdOS6qItvHFkRZPt2w6rw8oD2tsh915Rc7CY3cOS8TsP9MZZs5te4-qgWdiMO4tUEt~d36BFcDVOj0vd4J2itX8CRdpVMaIeLq9BWgmEirYj6uwePAIKZDctA9oEixjSZndf037~pWkzYc0HcWJqCMtSHoV~hyGSAZtvmjHGsRL5zYo-wpcsS8wkwz63olcTVPA__&Key-Pair-Id=APKAIE5G5CRDK6RD3PGA)
- < Previous chapter
- Next chapter >
![computer education theories ppt Computers and Society: Modern Perspectives](https://oup.silverchair-cdn.com/oup/backfile/content_public/books/41802/book/1/m_9780198827085.jpeg?Expires=1726686018&Signature=RoHY9EGSaqUdNKVxRU4lvA07nKTTCJsKzqdUp1eene0WwiMqYopNyrdTQJLpA7LY73fCLdgXsALmKWdBOXrfF2SZo8ucok8MEkgazFPfPOJSgxX6HtYEsBb06QYuBj4VdcZ~sdf1s0JwMm9-sooCkMeyzqXdgXTqjdcuSnYWOakf22cOIpx12nAwG2Yg3ul6lhSyrK2hbPR9Qdwjd3gacN2ddjWmtsiYyYtYKyawdkij212rke02udNhElVehSWrgJxUkYXEF1O8MRhnnVCZznwCMjvmEpGRK4KykGtO0qEsLZunOVtff7O7oMaixvf0tYxindF30Sdp2l67b9qDxw__&Key-Pair-Id=APKAIE5G5CRDK6RD3PGA)
713 Computers in education and learning
- Published: April 2019
- Cite Icon Cite
- Permissions Icon Permissions
As we have already hinted, computers and the internet have made profound changes in how we learn. We begin this topic by reviewing influential visions and early prototypes suggesting how technology could revolutionize education. Early on, computers were used by educators to deliver online tutorials about subject material, administer drill-and-practice exercises on rote skills, act as supportive environments for creatively exploring ideas through programming in English-like languages, and function as inexpensive, ubiquitous, and dynamic audio-visual resources. We shall then discuss other newer methods for using digital technologies to transform how students approach subject matter and how classrooms are organized. By using interactive simulation games, students learn by taking actions with respect to certain scenarios. Presentation aids such as PowerPoint and Prezi have replaced blackboards to present and elucidate concepts. Smart classrooms allow instructors and students access to technology that facilitates learning; inverted classrooms allow more effective use of classroom time by enabling students to prepare for lectures in advance and focus on working together with their teachers in class. Intelligent tutors are artificial intelligence (AI) programs that actively support student learning, diagnose student difficulties with the material, and then adapt tutoring strategies based on these findings. Next, we shall review how online learning has opened up new opportunities for adult and continuing education, whereby students can learn in their own time and at their own pace. The challenge online learning technology developers now face is to provide discussion forums, real-time chat capabilities, and methods for instructor feedback so that advantages of face-to-face interaction are not lost in web-based learning. Particularly exciting is the growth of worldwide learning communities via Massive Open Online Courses (MOOCs), an area of current expansion and creativity. While technology is now seen as instrumental in learning, there are still debates on the extent to which it should be used and how it should be used in education. A particularly prevalent dilemma is in middle and secondary schools. The issue is whether or not and how to encourage or disallow the use of mobile phones and other devices in classrooms.
Personal account
- Sign in with email/username & password
- Get email alerts
- Save searches
- Purchase content
- Activate your purchase/trial code
- Add your ORCID iD
Institutional access
Sign in with a library card.
- Sign in with username/password
- Recommend to your librarian
- Institutional account management
- Get help with access
Access to content on Oxford Academic is often provided through institutional subscriptions and purchases. If you are a member of an institution with an active account, you may be able to access content in one of the following ways:
IP based access
Typically, access is provided across an institutional network to a range of IP addresses. This authentication occurs automatically, and it is not possible to sign out of an IP authenticated account.
Choose this option to get remote access when outside your institution. Shibboleth/Open Athens technology is used to provide single sign-on between your institution’s website and Oxford Academic.
- Click Sign in through your institution.
- Select your institution from the list provided, which will take you to your institution's website to sign in.
- When on the institution site, please use the credentials provided by your institution. Do not use an Oxford Academic personal account.
- Following successful sign in, you will be returned to Oxford Academic.
If your institution is not listed or you cannot sign in to your institution’s website, please contact your librarian or administrator.
Enter your library card number to sign in. If you cannot sign in, please contact your librarian.
Society Members
Society member access to a journal is achieved in one of the following ways:
Sign in through society site
Many societies offer single sign-on between the society website and Oxford Academic. If you see ‘Sign in through society site’ in the sign in pane within a journal:
- Click Sign in through society site.
- When on the society site, please use the credentials provided by that society. Do not use an Oxford Academic personal account.
If you do not have a society account or have forgotten your username or password, please contact your society.
Sign in using a personal account
Some societies use Oxford Academic personal accounts to provide access to their members. See below.
A personal account can be used to get email alerts, save searches, purchase content, and activate subscriptions.
Some societies use Oxford Academic personal accounts to provide access to their members.
Viewing your signed in accounts
Click the account icon in the top right to:
- View your signed in personal account and access account management features.
- View the institutional accounts that are providing access.
Signed in but can't access content
Oxford Academic is home to a wide variety of products. The institutional subscription may not cover the content that you are trying to access. If you believe you should have access to that content, please contact your librarian.
For librarians and administrators, your personal account also provides access to institutional account management. Here you will find options to view and activate subscriptions, manage institutional settings and access options, access usage statistics, and more.
Our books are available by subscription or purchase to libraries and institutions.
Month: | Total Views: |
---|---|
October 2022 | 2 |
November 2022 | 6 |
December 2022 | 5 |
January 2023 | 4 |
February 2023 | 3 |
May 2023 | 4 |
August 2023 | 5 |
September 2023 | 4 |
October 2023 | 5 |
November 2023 | 4 |
December 2023 | 1 |
February 2024 | 2 |
March 2024 | 1 |
May 2024 | 1 |
June 2024 | 4 |
July 2024 | 1 |
- About Oxford Academic
- Publish journals with us
- University press partners
- What we publish
- New features
- Open access
- Rights and permissions
- Accessibility
- Advertising
- Media enquiries
- Oxford University Press
- Oxford Languages
- University of Oxford
Oxford University Press is a department of the University of Oxford. It furthers the University's objective of excellence in research, scholarship, and education by publishing worldwide
- Copyright © 2024 Oxford University Press
- Cookie settings
- Cookie policy
- Privacy policy
- Legal notice
This Feature Is Available To Subscribers Only
Sign In or Create an Account
This PDF is available to Subscribers Only
For full access to this pdf, sign in to an existing account, or purchase an annual subscription.
Academia.edu no longer supports Internet Explorer.
To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to upgrade your browser .
Enter the email address you signed up with and we'll email you a reset link.
- We're Hiring!
- Help Center
![computer education theories ppt paper cover thumbnail](https://0.academia-photos.com/attachment_thumbnails/33351557/mini_magick20190403-16976-yjypjk.png?1554333272)
Theories of Learning
![computer education theories ppt Profile image of Arip Nurahman](https://0.academia-photos.com/1313549/484813/610392/s65_arip.nurahman.jpg)
Related Papers
marlene kafui
This is about the learning theories.
![computer education theories ppt computer education theories ppt](https://a.academia-assets.com/images/loswp/related-pdf-icon.png)
Nazirah Mat Sin
This e-document is actually a documentation series of lectures I have attended, taught and browse from the internet. It is solely used for educational purposes. I would like to thank all my lecturers who had taught me, my students and other academics who had shared their knowledge. The purpose of uploading this e-document is strictly meant for sharing knowledge. I am no longer teaching the subject. Thus I hope by sharing this document would bring benefits to others.
Handbook of Research on Educational Communications and Technology
Sasha Barab
susan uribe
This article examines theoretical frameworks and models that focus on the pedagogical aspects of online education. After a review of learning theory as applied to online education, a proposal for an integrated Multimodal Model for Online Education is provided based on pedagogical purpose. The model attempts to integrate the work of several other major theorists and model builders such as Anderson (2011).
Ahmet Selçuk Akdemir
Kamal Acharya
Bobbe Baggio
Firend Al. Rasch
This book was written in stages while working in higher education for the past sixteen years, while teaching in the U.K. when I was working on my Post-Graduate Certification in Education by www.amii.us The objective of this book is to put together in reader’s hands all they need to know regarding modern theories in higher education in a simplified manner. It is my conviction that Hean et al., (2009: 256) is right in viewing learning and teaching adults, should not be viewed as collection of theories in of itself, but rather, “a context which [cognitive] constructivist theories are applied”. The collection of theories presented here are widely available across education and psychology textbooks. This book is one section of the forthcoming book “Learning Theories: Everything you need to know about teaching in higher education” The forthcoming book will include additional sections such as; teaching styles, Curriculum Design, Assessment, and Learning Out- comes. The second part of the forthcoming book in 2020 will introduce the reader to essential concepts such as quality assurance and curriculum design in higher education; and the third part provides the requirements and essay examples, as part of the requirement of higher edu- cation associations that grants fellowships in education such as the Higher Education Academy in the U.K. and The American International Institute, USA.
MARY JOY ANTHONETTE BARRUGA
Sydney Silumbu
The two theories of learning discussed are Behaviorism and Constructivism. Skinner and Watson, the two major developers of the behaviorist school of thought sought to prove that behavior could be predicted and controlled (Skinner, 1974). They studied how learning is affected by changes in the environment. The constructivists viewed learning as a search for meaning. Piaget and Vygotsky described elements that helped predict what children understand at different stages (Rummel, 2008). Details of both theories illuminate the differences and connections between the behavioral and constructivist theories in relationship to how children learn and how their behavior is affected. How curriculum and instruction work with these theories to promote learning and how educators view learning with respect to both theories are also reviewed.
RELATED PAPERS
katherine velasquez
Irem Arıkan
pavithra arumugam
zenaida jeremias
nova ningrum
Elizabeth Sipayung
Jean Claude Niyongana
Limuel Celada
Clement Ali
Computers & Education
Hao-yun Kao
Jack S Damico , Ryan Nelson
henko Venter
Josiane A Parrouty
Thiam-Seng Koh
Scotney Evans
zainab naqvi
Dike Excel , Shirley R Steinberg
The Praeger Handbook …
Silver Emerald International Schools , Aina Oladele Emmanuel
Mary-Jane Radford Arrow
Lamkholal Hangshing
Meylia Susanti
masifah hashim
Niño James Mericuelo
Seda TAŞ İLMEK
Michael Orey
Akinbode Olanike
EDUCATION PSYCHOLOGY 2 (HUMAN LEARNING).
Dare Famoriyo
WENSLEY FAJARDO
Konstantina Lakki
Chaima Benkorichi
Helder Gusso
RELATED TOPICS
- We're Hiring!
- Help Center
- Find new research papers in:
- Health Sciences
- Earth Sciences
- Cognitive Science
- Mathematics
- Computer Science
- Academia ©2024
![SlidePlayer SlidePlayer](https://slideplayer.com/static/blue_design/img/logo_slideplayer.png)
- My presentations
Auth with social network:
Download presentation
We think you have liked this presentation. If you wish to download it, please recommend it to your friends in any social system. Share buttons are a little bit lower. Thank you!
Presentation is loading. Please wait.
Theories of learning.
Published by Clementine Quinn Modified over 5 years ago
Similar presentations
Presentation on theme: "Theories of learning."— Presentation transcript:
![Theories of learning Theories of learning](https://slideplayer.com/slide/15535796/93/images/1/Theories+of+learning.jpg)
BTEC National Children’s Play learning and Development: Unit 1Learning aim B: Understand theories and models of development and how they relate to aspects.
![computer education theories ppt computer education theories ppt](https://slideplayer.com/13/3917311/big_thumb.jpg)
5 orientations of learning
![computer education theories ppt computer education theories ppt](https://slideplayer.com/15/4600075/big_thumb.jpg)
Behavioral Theories Of Learning
![computer education theories ppt computer education theories ppt](https://slideplayer.com/16/5070426/big_thumb.jpg)
Constructivism Constructivism — particularly in its "social" forms — suggests that the learner is much more actively involved in a joint enterprise with.
![computer education theories ppt computer education theories ppt](https://slideplayer.com/16/5187977/big_thumb.jpg)
Psychology of Music Learning Miksza Cognitivism Part II Vygotsky, Bandura.
![computer education theories ppt computer education theories ppt](https://slideplayer.com/16/5197378/big_thumb.jpg)
Copyright 2001 by Allyn and Bacon Social Cognitive and Constructivist Views of Learning: Chapter 9.
![computer education theories ppt computer education theories ppt](https://slideplayer.com/19/5749219/big_thumb.jpg)
P ROJECT T EAM A PPROACH Charles Newell George Paitich Leymon Sheik-Yusuf Keith Shellum Rebecca Wiedmeyer EDU 383 – April 16, 2013.
![computer education theories ppt computer education theories ppt](https://slideplayer.com/18/6089485/big_thumb.jpg)
Vygotsky’s Theory of Cognitive Development and scaffolding
![computer education theories ppt computer education theories ppt](https://slideplayer.com/23/6673651/big_thumb.jpg)
How Do We Learn? -Learning Theories- 1/ 25 Zekeriya Aktürk Atatürk University Medical Faculty
![computer education theories ppt computer education theories ppt](https://slideplayer.com/23/6884689/big_thumb.jpg)
Focused Teaching Promoting Accelerated Learning. Questions to Guide our Thinking What is the Zone of Proximal Development? How does it help learners?
![computer education theories ppt computer education theories ppt](https://slideplayer.com/24/6931335/big_thumb.jpg)
Classical Conditioning
![computer education theories ppt computer education theories ppt](https://slideplayer.com/24/6938276/big_thumb.jpg)
Development and Theorists
![computer education theories ppt computer education theories ppt](https://slideplayer.com/24/7042381/big_thumb.jpg)
Instructional software. Models for integrating technology in teaching Direct instructional approach Indirect instructional approach.
![computer education theories ppt computer education theories ppt](https://slideplayer.com/33/7546661/big_thumb.jpg)
Learning is acquiring new or modifying existing knowledge, behaviors, skills, values or preferences and may involve synthesizing different types of.
![computer education theories ppt computer education theories ppt](https://slideplayer.com/25/7804391/big_thumb.jpg)
Cluster 9 Social Cognitive and Constructivist Views of Learning Anita Woolfolk’s Educational Psychology Social Learning Social Cognitive Theories Constructivist.
![computer education theories ppt computer education theories ppt](https://slideplayer.com/25/7862679/big_thumb.jpg)
Vygotsky The zone of proximal development. The ZPD This was a term used by Vygotsky to refer to the distance between what a child can achieve alone, and.
![computer education theories ppt computer education theories ppt](https://slideplayer.com/25/7862773/big_thumb.jpg)
Vygotsky’s Zone of Proximal Development (ZPD) Don Martin EPSY 6304 Cognition and Development UT-Brownsville Professor Garcia By PresenterMedia.comPresenterMedia.com.
![computer education theories ppt computer education theories ppt](https://slideplayer.com/25/7862798/big_thumb.jpg)
The Zone of Proximal Development (ZPD)
![computer education theories ppt computer education theories ppt](https://slideplayer.com/25/8178975/big_thumb.jpg)
MEANING OF LEARNING THEORIES OF LEARNING BEHAVIORAL THEORIES OF LEARNING 1 LEARNING AND LEARNING THEORIESLEARNING.
![computer education theories ppt computer education theories ppt](https://slideplayer.com/33/8230994/big_thumb.jpg)
EDN:204– Learning Process 30th August, 2010 B.Ed II(S) Sci Topics: Cognitive views of Learning.
About project
© 2024 SlidePlayer.com Inc. All rights reserved.
![computer education theories ppt what is computer](https://cdn4.slideserve.com/7319109/what-is-computer-n.jpg)
imprtance of computer education
Mar 29, 2016
2.29k likes | 7.45k Views
Computers are not only storage devices and processing units, but also are excellent communication media. They are the means to access the Internet and get connected to the world.
Share Presentation
- computer education
- basic concepts
- computer integration
- computer machines
- acquiring computer education
![computer education theories ppt iicecomputer](https://www.slideserve.com/photo/315806.jpeg)
Presentation Transcript
What is Computer? A computer is a device that accepts information (in the form of digitalized data) and manipulates it for some result based on a program or sequence of instructions on how the data is to be processed. Complex computers also include the means for storing data (including the program, which is also a form of data) for some necessary duration. A program may be invariable and built into the computer (and called logic circuitry as it is on microprocessoror different programs may be provided to the computer (loaded into its storage and then started by an administrator or user). Today's computers have both kinds of programming.
Advantages of computers • Storage of information • Quick data processing • Audio-visual aids • Better presentation of information • Access to the internet • Quick information between students, teachers and parents
Disadvantages • Excessive use of computer by students lacks the verbal and non verbal cues necessary for the development of social and emotional skills. • Leads to decreased educational effectiveness within a classroom and allow the problems down in the child’s schooling. • When computers are used in teaching, there are tendencies that the effective teaching will disappear between the teacher and the learner. This is due to the intervention of the attention that is given by the student to the computer machines. In other words, computers could become a barrier in communication between the teacher and the learner.
The gap between the rich and poor could also be affected since computer machines are seldom accessible by the poor students while advantage is evident to those rich students who usually studies in the leading schools and universities which usually computer and internet facilities. • Another consideration is that fundamental skills are sometime neglected. An example of this is the use of the spelling and grammar tools in word processing software which make the students rely on computer machines rather than doing the editing with their own as a way of enhancing their learning. • There are certain health disturbances that are associated with computers. Among of these are the eyestrain, repetitive motion injury and more. Computer integration in the teaching and learning process could also give some problems for those students who use to have poor eyesight or vision
Use of computer in education • The use of computers and technology in education has changed the learning process of the people in several ways and helped them to enhance their education process in a very short period of time. Moreover Internet has changed the way people work by giving them an access to various information on any subject be it any product, research or any other technical information. It has also changed the way people use to communicate by overcoming hassles of the traditional mail or phone with the use of emails and chats or voice chats which are simple and very effective. Internet has also reduced the gap in the teaching process. Now with the use of internet we can have many online courses that are offered my teachers who are located across boundaries who give training through video
conferencing thereby giving a personal touch to individuals who prefer to have a class room coaching but cannot afford to leave their current location. Thus through the use of computers schools, colleges and universities are making scientific, creative, and engineering advances to produce well qualified and highly skilled professionals.
Access to the internet • Internet can play an important role in education. As it is an enormous information base, it can be harnessed for retrieval of information on a variety of subjects. The Internet can be used to refer to information on different subjects. Both teachers and students benefit from the Internet. Teachers can refer to it for additional information and references on the topics to be taught. Students can refer to web sources for additional information on subjects of their interest. The Internet helps teachers set test papers, frame questions for home assignments and decide project topics. And not just academics, teachers can use web sources for ideas on sports competitions, extra curricular activities, picnics, parties and more. Students can search for the concepts or things which they wish to know, by
referring to relevant websites. The Internet is an ocean of information and surfing daily will increase the knowledge of these students greatly. Another advantage of computers is that the students will be able to gain knowledge of various subjects and things which are other than their school.
Need of Computer We live in a fast-moving world where almost everything must come instantly to us. In this computer era, we depend on the computer to help us complete tasks, and to solve problems. Computers are used in various fields like business, pharmacy, music, education, engineering, defense, transportation, and cooking as they help to ease certain tasks, provide information faster, and speed up the work. Wherever you go whether it is a mechanic’s shop or a fast food restaurant, some form of technology and computers are being used. It may be a computerized cash register or the machine that cleans out your engine but it is a computer and everyone needs basic computer skills to function in today’s job market. By computer education, we mean learning how the basic concepts related to
a computer works, gaining the basic knowledge of computer operation, knowing about the basic components of a computer, the basic concepts behind the use of computers and knowing how some of the elementary computer applications constitute computer education. Learning about the computer basics followed by a practical experience of using a computer is the key to computer education. As computers are widely used today, acquiring computer education is the need of the day today.
- More by User
![computer education theories ppt Computer Science Education](https://cdn0.slideserve.com/45116/jessica-gorman-and-crystal-noel-computer-systems-2008-09-dt.jpg)
Computer Science Education
Jessica Gorman and Crystal Noel Computer Systems 2008-09 Computer Science Education Introduction Every day, technology becomes more advanced and accessible Little progress made at elementary school level
589 views • 26 slides
![computer education theories ppt Aptech Computer Education - Chowringhee](https://cdn4.slideserve.com/1132115/aptech-computer-education-chowringhee-dt.jpg)
Aptech Computer Education - Chowringhee
Aptech Computer Education - Chowringhee. We Offer courses in I.T. & Hardware & Networking for all types of students. www.aptechchowringhee.com. Courses Offered. JAVA. Courses Offered Under Java Modular Programs : JAVA SE 7 FUNDAMENTALS
147 views • 5 slides
![computer education theories ppt Updating Computer Science Education](https://cdn4.slideserve.com/1351358/slide1-dt.jpg)
Updating Computer Science Education
865 views • 69 slides
![computer education theories ppt Computer Education](https://cdn1.slideserve.com/1579878/slide1-dt.jpg)
Computer Education
Computer Education. CLASS III. The major o bjectives of Computer Education. Developing the skill of using a mouse and a keyboard. Helping the children to become creative and innovative. Helping children to improve the skill of typing and applying it beyond the computer lab.
339 views • 14 slides
![computer education theories ppt Rethinking Computer Science Education](https://cdn1.slideserve.com/1811869/rethinking-computer-science-education-dt.jpg)
Rethinking Computer Science Education
Rethinking Computer Science Education. Deepak Kumar Bryn Mawr College [email protected]. Bryn Mawr College. Agenda. Enrollments are down ~50% since 2000-01 Interest in CS has sharply declined Gender gap has grown (fewer women)
409 views • 30 slides
![computer education theories ppt ABC Computer Education Co.](https://cdn1.slideserve.com/1943054/abc-computer-education-co-dt.jpg)
ABC Computer Education Co.
ABC Computer Education Co. Fall and Winter Courses. New Courses. Microsoft Office PowerPoint Word Processing for Legal Secretaries Introduction to Database Programming. Microsoft Office PowerPoint. Create a new presentation Add tables, charts and clip art to slides
314 views • 4 slides
![computer education theories ppt Welcome To Computer Education](https://cdn1.slideserve.com/2692273/welcome-to-computer-education-dt.jpg)
Welcome To Computer Education
Welcome To Computer Education . others in our language. other people in our actions. each other’s property. people who teach, supervise, or help us. AGIS MUST Behaviors. ourselves. Look For The Lights!.
453 views • 14 slides
![computer education theories ppt Use of Computer Technology in Education](https://cdn1.slideserve.com/3002455/use-of-computer-technology-in-education-dt.jpg)
Use of Computer Technology in Education
Use of Computer Technology in Education . Course Management Systems Learning Management Systems Classroom Teaching Technology Modeling and Simulation a nd Computational Thinking. Computational Thinking is integrating human thinking with computer capabilities.
514 views • 14 slides
![computer education theories ppt Computer Science Education 2.0](https://cdn2.slideserve.com/4593383/computer-science-education-2-0-dt.jpg)
Computer Science Education 2.0
Computer Science Education 2.0. Chris DiGiano & Marie Bienkowski Center for Technology in Learning SRI International 12 October 2006. Computer Science in Crisis?. Students intending to major in CS between 2000 and 2004 dropped by 70%
454 views • 29 slides
![computer education theories ppt AtoZ Computer Education](https://cdn2.slideserve.com/4823807/atoz-computer-education-dt.jpg)
AtoZ Computer Education
AtoZ Computer Education. Front of Baroda Bank Laxmangarh(Sikar). DIRECTOR RAJESH KUMAR SHARMA. About course. Parts of computer Definition Of Computer Input Device.
415 views • 25 slides
![computer education theories ppt Computer Science Education Week](https://cdn3.slideserve.com/5736840/computer-science-education-week-dt.jpg)
Computer Science Education Week
Computer Science Education Week. www.CSedweek.org. C ool Computing News. Computing majors are in demand By 2016 there will be more than 1.5 million new high-end computing jobs
279 views • 14 slides
![computer education theories ppt Rethinking Computer Science Education](https://cdn3.slideserve.com/5936636/rethinking-computer-science-education-dt.jpg)
Rethinking Computer Science Education. Deepak Kumar Bryn Mawr College [email protected]. Bryn Mawr College. Bryn Mawr College. Founded in 1885 Located in suburbs of Philadelphia (97 driving miles to NJIT) 1200 Undergraduate women and 300 graduate students. New CS program (since 2001).
467 views • 35 slides
![computer education theories ppt Computer in Education](https://cdn3.slideserve.com/5948916/computer-in-education-dt.jpg)
Computer in Education
Computer in Education. J iaying Zhao CSE 610 Western Oregon University. Computer games for the math achievement of diverse students. As a way to improve student academic performance, educators have begun paying special attention to computer games (Gee, 2005; Oblinger, 2006)
486 views • 10 slides
![computer education theories ppt Ministry of Education of Taiwan, Computer Center](https://cdn3.slideserve.com/6864735/slide1-dt.jpg)
Ministry of Education of Taiwan, Computer Center
Ministry of Education of Taiwan, Computer Center. E-Content and Learning Communities in Taiwan. Shan-Min Han. Ministry of Education, Taiwan. Nov.03. 2005. Outline. * Background information * Vision * E-Content and Learning Communities -- the 6 Major Educational Websites
553 views • 38 slides
![computer education theories ppt Aptech Computer Education - Chowringhee](https://cdn4.slideserve.com/7368522/aptech-computer-education-chowringhee-dt.jpg)
Aptech Computer Education at Chowringhee gloats of the most cutting edge foundation in Kolkata and offers a wide assortment of courses in cooperation with International mammoths like Microsoft, Red Hat and Oracle.Located in the heart of the city near the Metro stations of Rabindra Sadan or Netaji Bhawan right beside Homeland Mall.
254 views • 12 slides
![computer education theories ppt Computer Education Centre](https://cdn4.slideserve.com/7849314/g-tec-computer-education-centre-dt.jpg)
Computer Education Centre
Are you looking for the top computer education centre? G-Tec Computer Education Centre is the top IT Training centre that provides Auto CADD, English training centre, hardware & networking, software etc.
175 views • 4 slides
![computer education theories ppt Role of Computer in Education](https://cdn4.slideserve.com/8458752/the-asian-school-dehradun-dt.jpg)
Role of Computer in Education
262 views • 10 slides
![computer education theories ppt Necessary of computer education](https://cdn5.slideserve.com/9852490/necessary-of-computer-education-dt.jpg)
![](http://blog10.website/777/templates/cheerup2/res/banner1.gif)
Necessary of computer education
Education is important for children because they are the future of the world and they should be updated with current affairs. They are the pillar of the nation. To develop a country and the world the future should be secure and the children are the weapons to build the nation with all their knowledge and education. Computers play a vital role in the modern business world, and many of even the most basic jobs involve technology and computers. Teaching students how to use computers helps them prepare for any number of possible careers, and classes based on computer education can get even more specific.
177 views • 7 slides
![computer education theories ppt PowerShow.com - The best place to view and share online presentations](https://www.powershow.com/themes/default/images/PowerShow.com_logo.jpg)
- Preferences
![computer education theories ppt Free template](https://www.powershow.com/themes/default/images/ps_header_ad.png)
Computers in Education - PowerPoint PPT Presentation
![computer education theories ppt computer education theories ppt](https://s3.amazonaws.com/images.powershow.com/P1254413625gBitK.pr.jpg)
Computers in Education
Many demands on schools. lifelong learning. changing roles for teachers and students ... in developmental psychology and genetic epistemology had one unique goal: how ... – powerpoint ppt presentation.
- The role of ICTs in Meaningful Education. Week 2
- How do you learn best?
- How might technology help you learn?
- many demands on schools
- lifelong learning
- changing roles for teachers and students
- demands from the knowledge society
- change because of ICTs
- knowledge society
- information economy
- life long learning
- globalisation.
- education and training is a crucial underpinning to Australias success in the information economy. Our education and training systems must equip all Australians to be enterprising, innovative, adaptable and socially responsible participants in the information economy.
- 1. All students will leave school as confident, creative and productive users of new technologies, including information and communication technologies, and understand the impact of those technologies on society
- 2. All schools will seek to integrate information and communication technologies into their operations, to improve student learning, to offer flexible learning opportunities and to improve the efficiency of their business practices.
- student role - active
- Curriculum - meaningful
- Social - cooperative
- Assessment deeper level of understanding
- teacher role facilitator, cognitive apprenticeship
- technology use primary source, communication, exploratory, discovery
- why standards?
- industry, competence, moving on
- what standards?
- basics, operations, office applications, learning technologies(?)
- whose standards?
- the Ed. Dept., the professional association, the ACS
- how to assess standards?
- implicit, explicit, performance
- Behavioral theories
- Theorists - Skinner, Thorndike, Gagne
- - observable indications of learning
- - sequence of stimulus - response actions
- Information processing theories
- Theorists - Atkinson, Ausubel, Gagne ( guided development of Artificial Intelligence)
- - model of memory
- - receive and store information
- Dewey learning as a social experience
- Vygotsky learning as a cognitive building process
- Piaget learning occurs through stages of cognitive development
- Bruner learning is cognitive growth through interaction with the environment
- Gardner learning is shaped by innate intelligencies
- GARDNER, the major proponent of the theory of multiple intelligences, is Professor of Education at Harvard University
- Short term memory (working memory there is a limit)
- Long term memory (permanent storage of memory skills)
- Episodic memory (Stored representation of a sequence of events)
- Declarative knowledge (factual knowledge base)
- Procedural knowledge (stored methods/ how to perform a process)
- Metacognitive knowledge (personal insights into the accomplishment of cognitive tasks)
- Type A encouraging the acquisition of ICT skills
- Type B using ICTs to enhance student abilities within existing curriculum
- Type C ICTs as an integral component of broader curriculum reforms
- Type D introducing ICTs as an integral component of the reforms
- http//www.dest.gov.au/sectors/school_education/pu blications_resources/profiles/making_better_connec tions.htm
- What are the qualities that teachers can bring into a learning environment that computers do not have?
- What do we know about the impact of ICTs?
- What are the flaws/ problems in proving the impact of ICTs on student learning?
- http//www.sbceo.k12.ca.us/ims/techcen/EETT/Impac tofET.pdf
- http//images.apple.com/education/research/pdf/Edu ResearchFSv2.pdf
- http//technologysource.org/article/impact_of_comp uters_on_schools/
- EdNA Schools Advisory Group (2000) " Learning in an online world School Education Action Plan for the Information Economy". Available at http//www.dest.gov.au/schools/publications/2000/l earning.htm Accessed February 2004.
- DETYA (2000) Learning for the Knowledge Society An Education and Training Action Plan for the Information Economy. Canberra Available at http//www.dest.gov.au/schools/publications/2000/l earning.htm Accessed February 2004.
- DEST (2001) Making better connections. Available at http//www.dest.gov.au/schools/publications/200 2/MBC.pdf Accessed August, 2004.
- Grabe and Grabe (2004) Integrating Technology for Meaningful Learnuing Chapter 2, pp37-78.
- Read Chapter 2 of study guide some of the associated readings. There are plenty of readings both from the lecture study guide that you can do be selective!
- Create a web page and record key aspects from your readings this week. You might like to reflect on the following questions
- What is meaningful learning?
- Do computers enhance student learning?
- What changes are needed for meaningful learning to occur?
- Computer skills -Explore the advanced features of Word
- Track changes
- Index Tables
- Headers footers
PowerShow.com is a leading presentation sharing website. It has millions of presentations already uploaded and available with 1,000s more being uploaded by its users every day. Whatever your area of interest, here you’ll be able to find and view presentations you’ll love and possibly download. And, best of all, it is completely free and easy to use.
You might even have a presentation you’d like to share with others. If so, just upload it to PowerShow.com. We’ll convert it to an HTML5 slideshow that includes all the media types you’ve already added: audio, video, music, pictures, animations and transition effects. Then you can share it with your target audience as well as PowerShow.com’s millions of monthly visitors. And, again, it’s all free.
About the Developers
PowerShow.com is brought to you by CrystalGraphics , the award-winning developer and market-leading publisher of rich-media enhancement products for presentations. Our product offerings include millions of PowerPoint templates, diagrams, animated 3D characters and more.
Studies on Learning Effects of AR-Assisted and PPT-Based Lectures
- Regular Article
- Open access
- Published: 14 September 2020
- Volume 31 , pages 1–10, ( 2022 )
Cite this article
You have full access to this open access article
- Jia Zhang ORCID: orcid.org/0000-0002-0673-4289 1 ,
- Shao-Hsuan Yen 1 ,
- Tzu-Chien Liu ORCID: orcid.org/0000-0001-8079-9091 2 ,
- Yao-Ting Sung ORCID: orcid.org/0000-0002-3538-3756 2 &
- Kuo-En Chang ORCID: orcid.org/0000-0001-5785-1218 1
9252 Accesses
3 Citations
2 Altmetric
Explore all metrics
While common, computer presentations given during classroom lectures do not always improve learning effects; thus, this study incorporated three elements into technology-assisted classroom lectures: emphasis, augmentation, and integration. These three elements cannot be implemented simultaneously when using PowerPoint (PPT) presentations during classroom lectures. Therefore, the virtual and physical integration of augmented reality (AR) was employed to establish an assisted course lecturing tool for implementing these three elements. Teachers can refer to important content from textbooks (emphasis) while lecturing, and students can then use an AR device to scan the content and to call out related supplementary materials (augmentation) in facilitating their learning. These scanning and calling out functions of AR enable teachers to integrate technology-assisted tools with textbooks to enhance the effectiveness of classroom lectures. The pre- and posttest quasi-experimental research design was used to determine differences in the learning outcomes of two groups of AR-assisted and PPT-based course lectures. The experimental results indicate that the AR-assisted lecture was significantly more effective than the PPT-based lecture, and a similar result was obtained from a delayed test. According to interviews held with students, during the AR-assisted lecture, the students tended to focus on only one teaching medium and on the textbook content. By contrast, students of the PPT-based lecture became distracted while focusing on two different media sources simultaneously, resulting in the textbook content often being neglected.
Similar content being viewed by others
The Pitfalls of Using Presentation Technology in the Biology Classroom
![computer education theories ppt computer education theories ppt](https://media.springernature.com/w215h120/springer-static/image/art%3A10.1007%2Fs10639-023-11646-3/MediaObjects/10639_2023_11646_Fig1_HTML.png)
Comparison and evaluation of augmented reality technologies for designing interactive materials
The Exploration on Interacting Teaching Mode of Augmented Reality Based on HoloLens
Avoid common mistakes on your manuscript.
Introduction
Presentation software is widely used in education and particularly in classroom lectures (James et al. 2006 ; Mantei 2000 ; Williams and Eggert 2002 ). Comparative studies on the effectiveness of computer presentations versus chalk and talk methods have drawn numerous conclusions over many years of discussion. The findings suggest that most teachers and students prefer the use of PowerPoint (PPT) presentations in classroom lectures (Jordan and Papp 2014 ; Rickman and Grudzinski 2000 ; Hill et al. 2012 ). Students prefer computer presentations over chalk and talk methods given the diverse forms of multimedia used in PPT presentations (Akhlaghi and Zareian 2015 ; Apperson et al. 2006 ; Hill et al. 2012 ; Savoy et al. 2009 ; Ledbetter and Finn 2018 ; Seth et al. 2010 ). However, inconsistent results have been obtained regarding the best means of achieving better learning outcomes. Some studies have demonstrated that computer presentations are more effective than chalk and talk methods (Dean et al. 2016 ; Jalali and Talebi 2014 ; Lowry 1999 ), whereas others have been unable to verify that superior learning outcomes are obtained through computer presentations (Bamne and Bamne 2016 ; Barlett and Strough 2003 ; Nouri and Shahid 2005 ; Pros et al. 2013 ; Sugahara and Boland 2006 ; Waheeda and Murthy 2015 ). To explore this inconsistency, researchers have used literature reviews and have performed meta-analyses. Shapiro et al. ( 2006 ) and Levasseur and Sawyer ( 2006 ) reviewed the benefits of computer presentations, while Baker et al. ( 2018 ) selected 48 research papers from the literature and conducted a meta-analysis to identify the benefits of computer presentations, obtaining the most recent research results.
Baker et al. ( 2018 ) revealed that although computer presentation teaching can improve students’ affection (Ledbetter and Finn 2018 ), motivation (Szabo and Hastings 2000 ), and interest levels (Hill et al. 2012 ), it does not affect learning outcomes. In addition, Baker et al. ( 2018 ) suggested that PPTs used in classroom lectures must be designed in accordance with the cognitive theory of multimedia learning (Mayer 2001 ; Mayer and Moreno 2002 ) if cognitive load is to be prevented during learning. Increasing students’ levels of interaction and attention during the teaching process was also recommended.
Jordan and Papp ( 2014 ) maintained that using PPT-based lectures excites students’ attention but that students as a result become less focused on textbooks (Ahmadi et al. 2007 ). This leaves fewer opportunities for students to interact with teaching materials, resulting in no improvement in learning effects. Furthermore, Hill et al. ( 2012 ) noted that students may miss essential content from a textbook when they focus on the content of a computer presentation.
Numerous researchers have recently proposed principles for the design of effective presentations for improving the learning outcomes of computer presentation teaching, and the effects of these principles have been verified (Bartsch and Cobern 2003 ; Berk 2011 ; Berney and Betrancourt 2016 ; Gier and Kreiner 2009 ; Hallett and Faria 2006 ; Hallewell and Lackovic 2017 ; Johnson and Christensen 2011 ; Kim 2018 ; Miller and James 2011 ; Schnettler 2006 ; Tangen et al. 2011 ; Valdez 2013 ; Wecker 2012 ). Penciner ( 2013 ) proposed that when a teaching presentation is based on the cognitive theory of multimedia learning, two aspects can strengthen the effectiveness of technology-assisted classroom lectures: emphasis and augmentation. When using Penciner’s design, the points that students should focus on are emphasized, and related augmented supplementary materials are provided.
Debevec et al. ( 2006 ) investigated the effects of different combinations of technology-assisted and physical classroom lectures (chalk and talk) on learning outcomes and found the use of both technology-assisted and physical classroom lectures to result in superior outcomes than the use of either single approach. To enhance interactions with and attention to computerized supplementary and textbook materials (Jordan and Papp 2014 ), teachers should integrate technologies with textbook use in developing classroom lectures. However, the three intensive teaching elements of emphasis, augmentation, and integration are impossible to employ simultaneously when providing a PPT presentation during a classroom lecture. Therefore, virtual and physical integration functions of augmented reality (AR) can be used to incorporate these three elements and to assist teachers in delivering classroom lectures.
Since the 1990s, various applications of AR have been developed; however, due to equipment-related limitations, its development has not been popularized. In recent years, as mobile technologies have become ubiquitous, education researchers have developed numerous applications of AR based on such technologies (Chang et al. 2014 , 2015 , 2018 ; Chang and Huang 2018 ; Chao et al. 2014 , 2016 ; Gervautz and Schmalstieg 2012 ; Hsiao et al. 2013 ; Ibáñez and Carlos 2018 ; Zhang et al. 2014 ). One of these applications involves using an AR function to provide and superimpose virtual information of supplementary teaching materials over textbook content. For instance, Huang et al. ( 2016 ) used AR technologies to combine virtual information and textbook content to help learners gradually read through textbooks and corresponding supplementary materials. Zhang et al. ( 2015 ) built an AR system to assist teachers with curriculum instruction using virtual supplementary content. Cheng and Tsai ( 2014 ) used AR to convert artwork from storybooks into 3D images or dynamic videos to enhance interest in reading and to present abstract concepts illustrated in storybooks with simple images to reduce the complexity of learning materials. Ibáñez et al. ( 2014 ) used AR to present abstract concepts of electromagnetism in the form of superimposed 3D-simulated circuit diagrams to improve the learning outcomes of high school students. Chang et al. (in press) used a model of augmented 3D characters to enable students to perform practice exercises and to make observations to understand explanations of motor skills given in textbooks. The above AR applications involved learners using handheld devices to scan textbook content to reveal superimposed supplementary materials. This combined use of textbooks and virtual information exemplifies the three intensive teaching elements.
Emphasis, augmentation, and integration are implemented through the use of a combination of textbooks and virtual information. During classroom lectures, teachers can refer to the emphases from a textbook and draw the attention of their students. In addition, the students can read augmented supplementary materials of the specific emphasis when necessary. Under such circumstances, students can use AR devices to scan for emphases and to call out related supplementary materials, facilitating their learning. The scan and call out functions of AR devices enable teachers to integrate technology-assisted tools with textbooks, enhancing the benefits of technology-assisted classroom lectures.
Although the above studies integrated AR devices with textbooks, most were only concerned with students’ learning and were not concerned with teachers’ classroom lectures. Nonetheless, teachers often use PPTs in classroom lectures. Therefore, exploring the effectiveness of PPTs and AR devices integrated with textbooks and determining any differences in students’ learning outcomes is necessary. This study involved developing an AR-assisted course lecturing tool with emphasis, augmentation, and integration features and applied the developed tool in classroom lectures for the elementary sixth grade to determine its effect on learning outcomes. Participants of the study were divided into two groups. Those in the control group were taught by teachers who used PPT presentations while those in the experimental group were taught with use of an AR mobile device designed to help students notice emphases and related augmentations. The experimental results indicate that the experimental group achieved more favorable posttest and delayed test scores than the control group. We also conducted interviews with students from both groups, and the results show that students from the experimental group preferred the use of AR mobile devices during lectures over not using such devices, and these students also exhibited a stronger learning concentration effect.
AR-Assisted Lecturing
The AR-assisted lecturing tool used in this study adopts the Streamlined Viewport Strategy System (SVSS) AR engine developed by Zhang et al. ( 2012 ). For this tool, students use handheld devices to scan textbook learning content; afterwards, supplementary materials are overlaid onto the learning content on the device screen for the students to view. This differs from PPT slide teaching, which uses another instructional medium to present supplementary material so that textbook learning content and supplementary materials are presented separately.
The lecturing steps of the AR-assisted tool involve the teacher first describing the concepts of each textbook learning item; the student then uses AR to scan the learning item and to read the supplementary material. After the student has completed learning activities associated with the current learning item, the teacher proceeds to describe concepts of the next learning item. The student then once again uses the handheld device to scan the textbook and to read the supplementary material. These process is repeated for each concept until a learning unit has been completed. In contrast, in PPT slide teaching, each item of textbook learning content is described by the teacher with computer slides, and the students then independently study the content of each slide.
Figure 1 illustrates lectures based on PPT slides and AR-assisted tools. Figures 2 and 3 illustrate two means of presenting supplementary materials. Figure 2 illustrates the separate presentation of textbook and supplementary materials during PPT-based lectures. Figure 3 illustrates how supplementary materials are overlaid onto a textbook during a lecture using AR-assisted tools.
![computer education theories ppt figure 1](https://media.springernature.com/lw685/springer-static/image/art%3A10.1007%2Fs40299-020-00533-x/MediaObjects/40299_2020_533_Fig1_HTML.jpg)
Students in a classroom a viewing a PPT slide and b using the AR-assisted tool
![computer education theories ppt figure 2](https://media.springernature.com/lw685/springer-static/image/art%3A10.1007%2Fs40299-020-00533-x/MediaObjects/40299_2020_533_Fig2_HTML.jpg)
Presentation of supplementary material in a PPT slide
![computer education theories ppt figure 3](https://media.springernature.com/lw685/springer-static/image/art%3A10.1007%2Fs40299-020-00533-x/MediaObjects/40299_2020_533_Fig3_HTML.jpg)
Example of augmented information presented by the AR tool
Experimental Design and Procedure
We used a pretest–posttest quasi-experimental design to investigate the effects of the different technology-assisted lectures on learning outcomes. Comparisons were drawn between empirical results of learning outcomes corresponding to classroom lectures based on PPT slides and AR tools. We also used interview data to perform a qualitative analysis. After the experiment, the participants’ feedback was collected to examine the effects of two different technology-assisted lectures on interactions between the learners and media used in teaching materials.
The experiment was applied to two groups: a PPT lecture group (control group) and AR lecture group (experimental group). The experiment lasted 80 min. The same lesson content, a sixth-grade social science unit titled “History Close to Everyday Life,” was used for both groups. The unit is divided into four core subunits: “The 321 Art Alley Settlement,” “The Shuidui Village,” “Treasure Hill,” and “The Morisaka Forestry Village.” The experiment was divided into four stages: prior knowledge assessment, experimental intervention, learning achievement assessment and delayed posttesting.
By commencing formal teaching activities, the researchers first described the experimental process to the participants. The participants then completed a 10 min pretest. After the participants completed the test, equipment operation training was provided for 10 min to ensure that students of the experimental group could efficiently use the AR tool. As a result, negative effects of technological barriers were avoided as much as possible.
The experimental intervention stage involved the application of formal teaching activities. The instructor taught lessons to students of the experimental and control groups using supplementary materials with two types of technology in combination with a textbook; the lecture lasted 40 min.
In the posttest stage, the participants completed a learning achievement test, which was followed by interviews held between the researchers and five students randomly selected from each group. Two weeks after the formal teaching experiment, a delayed posttest was performed. Questions given through the delayed posttest were the same as those given for the pretest and posttest but with the questions and answers rearranged. The delayed posttest represented the final stage of the experimental study.
Participants
The study sampled two classes of sixth-grade elementary school students. Each class involved lectures supported with different forms of technological assistance. The effective sample included 52 students; 26 students were included in each group. The lectures were delivered in mixed-ability classrooms, and no participants had previously completed the “History Close to Everyday Life” unit.
Experimental Tools
Experimental equipment.
Students were provided with 6.44-inch Sony Xperia Z Ultra C6802 smartphones equipped with the Android 4.4 operating system. Each mobile phone was 179.4 mm (length) × 92.2 mm (width) × 6.5 mm (thickness) in size, weighed approximately 212 g and featured a built-in 8-megapixel camera for AR scanning. Additionally, to ensure the efficient operation of the wireless network during the experiment, two wireless access points were installed in the classroom for use during the experiment.
Learning Achievements
We used a paper-based pretest and posttest to evaluate learning outcomes and to determine whether the use of AR technologies could effectively improve the students’ learning outcomes. The tests included 15 multiple-choice questions (1 point per question for a total of 15 points) with four choices provided for each. The test content was designed based on relevant concepts taken from the learning units, and the questions were reviewed by elementary school teachers who served as expert validators of the test.
The pretest and posttest were the same; however, the ordering of questions and answers given in the posttest assessment were randomly adjusted relative to those of the pretest. A pilot test was completed by sixth-grade elementary students who did not participate in the formal experiment. Following a reliability analysis, the internal consistency of questions yielded a Cronbach’s alpha value of .738.
To understand how the learners interacted with the instructional media during the experiment, students from the two groups were randomly selected for interviews after the experiment. During the interviews, the interviewers used neutral language and encouraged the interviewees to express their thoughts on their learning experiences during the experiment to avoid interfering with the participants’ responses.
The pretest and posttest results were used to analyze the effects of technology-assisted lectures on learning outcomes. Table 1 presents the pretest and posttest mean and standard deviation of scores for each group.
To eliminate individual variations in the prior knowledge of each group, a one-way ANCOVA was used first to exclude the pretest scores of each group and to then verify differences in learning outcomes of the two groups.
Before conducting the ANCOVA, a test of the homogeneity of regression slopes was performed to confirm that differences did not exist between the covariate variable (pretest scores) and dependent variable (posttest scores). Homogeneity test results of the regression coefficients for each group were measured as F (1,48) = .001, p = .978 > .05, not reaching a the .05 significance level. Thus, the pretest and posttest scores for each group show a consistent linear relationship, and an ANCOVA was thus subsequently performed.
The results of the ANCOVA, F (1,49) = 17.234, p = .000 < .001, reached significance, showing that after excluding effects of the pretest scores, the two technology-assisted lectures significantly affected the participants’ learning outcomes. A post hoc comparison of the adjusted means shows that the AR lecture group ( M = 12.778) performed better than the PPT lectured group ( M = 10.145).
Delayed Posttest
The delayed posttest was performed two weeks after the experiment to assess the learners’ retention of the course content. Table 2 presents the means and standard deviations of the posttest and delayed posttest scores for each group. A one-way ANCOVA was used to test differences in the learners’ levels of retention across two lecturing approaches. Prior to performing the ANCOVA, a test of the homogeneity of regression slopes was performed to determine whether differences existed between the covariate variable (pretest scores) and dependent variable (delayed posttest scores). The homogeneity test results of the regression coefficients for each group, F (1,48) = .045, p = .834 > .05, did not reach a .05 significance level, showing that the pretest and delayed posttest scores of each group show a consistent linear relationship. The ANCOVA was then performed.
The results of the ANCOVA, F (1,49) = 5.877, p = .019 < .05, reached significance and demonstrate that after excluding the effect of pretest scores, the two lecturing approaches significantly affected the learners’ levels of retention. A post hoc comparison of adjusted means shows that the AR lecture group ( M = 12.348) performed better than the PPT lecture group ( M = 10.460).
Interview Feedback
To understand the differences in students’ interactions with the textbooks and AR handheld devices or PPT slides, five students were randomly selected from each group and interviewed. Interview records were analyzed to determine interactions and their causes. The following question was asked during the interviews: “During a lecture, do you pay more attention to the content of handheld devices (or slides) or to the textbook? Why?” The results of the analysis indicate that students from the AR lecture group first read the textbook content and then focused on the handheld device. In other words, the students focused on one medium of teaching material (textbook or handheld) at a time. For the PPT lecture group, however, students alternated their attention between two forms of teaching material during the lecture; they read the textbook while viewing the computer slides. These results are consistent with the study’s hypothesis that the use of AR while integrating related teaching materials can prevent learners from expending excessive cognitive resources on shifting their focus between instructional media.
When students from the PPT lecture group reviewed the textbook content, they divided their attention between the instructional media. This division of attention derived from the interview analysis may be attributed to the following:
To understand concepts presented in the textbook, students must compare content from the textbook and slides.
Slides may contain information that can be used to answer questions included in the textbook.
The textbook only includes pictures whereas the slides include animations.
Both the textbook and slides present unique content and key points that must be learned.
The slides provide more interesting supplementary materials that can enhance students’ understanding of the textbook content.
In comparison, students from the AR lecture group focused their attention on a single teaching medium during their learning process. The use of handheld devices to scan textbook content facilitated the students’ concentration, and the AR overlay reduced the spatial distance between the two types of media. In addition to these two key factors, other possible causes of learning outcomes derived from the interview analysis include the following:
The handheld device presents videos or animations that are more interesting than the textbook and that can facilitate students’ understanding of concepts listed in the textbook.
Students can listen to the teacher while viewing the handheld device.
It is unnecessary for students to continually watch the blackboard or copy material from the blackboard.
Students can operate handheld devices independently.
When students cannot understand the content presented, they can repeatedly view it until they understand it.
The use of AR to supplement teaching materials is more convenient for students and helps them learn.
When AR is used, most supplementary content is not given in the textbook.
Using AR for the first time is refreshing, and AR can excite students’ interest.
AR content can be organized to help students more fully understand key concepts presented in textbook content.
The experimental results show that among students studied with no notable differences in prior knowledge, the learning outcomes of both student groups were significantly improved; thus, the teaching experiment served as an effective learning activity for both groups. Pretest scores for the AR lecture group were found to be lower than those of the PPT lecture group, but posttest scores of the AR lecture group were significantly higher than those of the PPT lecture group. Furthermore, an analysis of the delayed test results shows that the learning retention outcomes of the two groups differed significantly. This result shows that the integration of AR with textbook content benefited the students’ levels of learning retention. This finding is consistent with those of other studies showing that AR facilitates knowledge retention effect (Ibáñez et al. 2014 ).
According to our interview data, students of the AR lecture group preferred the integration of textbook content with AR (i.e., the integration of textbooks and augmentation within the same visual range), as this prevented them from needing to search through related teaching materials from two different physical locations. This result supports the spatial contiguity principle (Mayer 2001 ), which is violated when using PPT presentations (DuFrene and Lehman 2004 ; Jordan and Papp 2014 ; Tufte 2003 ). Students of the PPT lecture group were unable to place the textbook content and slide augmentations within the same visual range during the instructional process, disrupting their concentration and reducing the frequency of teacher–student interactions and the number of discussion opportunities in classroom lectures (Jordan and Papp 2014 ). As concluded by Ahmadi et al. ( 2007 ) and Hill et al. ( 2012 ), distractions resulting from the spreading of content across two media sources can result in the neglect of essential content and can affect learning outcomes.
In addition to satisfying the spatial contiguity principle, the AR course lecture satisfied the temporal contiguity principle (i.e., augmentation is presented on the AR device screen when the AR device is used to scan learning objects from the textbook during a lecture, satisfying the temporal contiguity principle). Related studies have suggested that the cognitive theory of multimedia learning can be applied to presentation design to improve PPT course lecturing effects (Berk 2011 ; Grech 2018 ; Jordan and Papp 2014 ; Nagmoti 2017 ; Pate and Posey 2016 ). However, this effect may not be significantly improved, as PPT course lecturing cannot be integrated with textbook teaching, resulting in the temporal and spatial contiguity principles not being satisfied.
According to the above findings and to some related studies (Huang et al. 2016 ; Zhang et al. 2015 ; Ferrer-Torregrosa et al. 2015 ), the virtual features of AR allow augmented messages to be used as augmentations and to be superimposed on an original textbook, resulting in superior instructional outcomes. Our posttest and delayed test scores emphasize that teaching materials should be superimposed onto each other and be presented in a similar position to enhance knowledge transfer and to reduce the cognitive load on students (Moreno and Mayer 1999 ). The findings also verify that AR integration and superimposition functions can affect learning outcomes. Ozcelik and Acarturk ( 2011 ) maintained that when temporal and spatial distances between related information presentations can be reduced, students’ external cognitive loads are alleviated, enhancing learning. The results of this study respond to related studies seeking to explain how AR improves learning outcomes using the cognitive theory of multimedia learning (Sommerauer and Müller 2014 ; Akçayır et al. 2016 ).
To facilitate learning, technology-assisted devices and textbooks must be integrated, and the elements of emphasis, augmentation, and integration must be applied to the teaching process. However, computer presentation alone is unable to provide these elements. Therefore, this study used AR scanning and virtual integration functions to establish a tool for AR-assisted lecturing that integrates these three elements. To determine the effect of AR course lecturing on students’ learning outcomes, we employed a quasi-experimental research method and found the AR lecture group to achieve notably higher posttest scores than the PPT lecture group. A similar result was obtained from the delayed test. In interviewing the student participants, it was found that the students enjoyed the AR-assisted lecture. Students were able to concentrate heavily on the learning content, and they noticed the textbook content as well. Moreover, the augmentation function of the AR tool enabled the students to view textbook content and multimedia augmentations simultaneously.
In addition to achieving emphasis, augmentation, and integration in AR course teaching that connects technology-assisted devices with textbooks in classroom lectures, the AR presentation method satisfies temporal and spatial contiguity principles of multimedia learning cognitive theory. Timely presentation and superposition applied after AR scanning is impossible to achieve with computer presentations alone. Approaches that satisfy all principles of multimedia learning cognitive theory should be developed in the future to further enhance teaching effects.
Ahmadi, M., Dileepan, P., & Raiszadeh, F. (2007). Is PowerPoint evil? Students’ perceptions. Review of Business Research, 7 (4), 15–19.
Google Scholar
Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20 , 1–11.
Akçayır, M., Akçayır, G., Pektaş, H. M., & Ocak, M. A. (2016). Augmented reality in science laboratories: The effects of augmented reality on university students’ laboratory skills and attitudes toward science laboratories. Computers in Human Behavior, 57 , 334–342.
Akhlaghi, M., & Zareian, G. (2015). The effect of PowerPoint presentation on grammar and vocabulary learning of Iranian pre-university EFL learners. Academic Research International, 6 , 160–165.
Apperson, J. M., Laws, E. L., & Scepansky, J. A. (2006). The impact of presentation graphics on students' experiences in the classroom. Computers & Education, 47 , 116–126.
Baker, J. P., Goodboy, A. K., Bowman, N. D., & Wright, A. A. (2018). Does teaching with PowerPoint increase students' learning? A meta-analysis. Computers & Education, 126 , 376–387.
Bamne, S. N., & Bamne, A. S. (2016). Comparative study of chalkboard teaching over PowerPoint teaching as a teaching tool in undergraduate medical teaching. International Journal of Medical Science and Public Health, 5 , 2585–2587.
Bartlett, R. M., & Strough, J. (2003). Multimedia versus tradition course instructions in introductory social psychology. Teaching of Psychology, 30 , 335–338.
Bartsch, R. A., & Cobern, K. M. (2003). Effectiveness of PowerPoint presentation in lectures. Computers & Education, 41 , 77–86.
Berk, R. A. (2011). Research on PowerPoint: From basic features to multimedia. International Journal of Technology in Teaching and Learning, 7 (1), 24–35.
Berney, S., & Betrancourt, M. (2016). Does animation enhance learning? A meta-analysis. Computers & Education, 101 , 150–167.
Chang, H. Y., Hsu, Y. S., Wu, H. K., & Tsai, C. C. (2018). Students’ development of socio-scientific reasoning in a mobile augmented reality learning environment. International Journal of Science Education, 40 (12), 1410–1431.
Chang, K. E., Chang, C. T., Hou, H. T., Sung, Y. T., Chao, H. L., & Lee, C. M. (2014). Development and behavioral pattern analysis of a mobile guide system with augmented reality for painting appreciation instruction in an art museum. Computers & Education, 71 , 185–197.
Chang, K. E., Zhang, J., Huang, Y. S., Liu, T. C., & Sung, Y. T., (2019). Applying AR in physical education on motor skills learning. Interactive Learning Environment (in press).
Chang, S. C., & Hwang, G. J. (2018). Impacts of an augmented reality-based flipped learning guiding approach on students’ scientific project performance and perceptions. Computers & Education, 125 , 226–239.
Chang, Y. L., Hou, H. T., Pan, C. Y., Sung, Y. T., & Chang, K. E. (2015). Apply an augmented reality in a mobile guidance to increase sense of place for heritage places. Educational Technology & Society, 18 (2), 166–178.
Chao, K. H., Chang, K. E., Lan, C. H., Kinshuk, & Sung, Y. T. (2016). Integration of mobile AR technology in performance assessment. Educational Technology & Society, 19 (4), 239–251.
Chao, K. H., Lan, C. H., Kinshuk, K. E., & Sung, Y. T. (2014). Implementation of a mobile peer assessment system with augmented reality in a fundamental design course. Knowledge Management & E-Learning: An International Journal, 6 (2), 123–139.
Cheng, K. H., & Tsai, C. C. (2014). Children and parents' reading of an augmented reality picture book: Analyses of behavioral patterns and cognitive attainment. Computers & Education, 72 , 302–312.
Dean, T., Lee-Post, A., & Hapke, H. (2016). Universal design for learning in teaching large lecture classes. Journal of Marketing Education, 39 , 5–16.
Debevec, K., Shih, M., & Kashyap, V. (2006). Learning strategies and performance in a technology integrated classroom. Journal of Research on Technology in Education, 38 (3), 293–307.
DuFrene, D. D., & Lehman, C. M. (2004). Concept, content, construction and contingencies: Getting the horse before the PowerPoint cart. Business Communication Quarterly, 67 , 84–88.
Ferrer-Torregrosa, J., Torralba, J., Jimenez, M. A., García, S., & Barcia, J. M. (2015). ARBOOK: Development and assessment of a tool based on augmented reality for anatomy. Journal of Science Education and Technology, 24 (1), 119–124.
Gervautz, M., & Schmalstieg, D. (2012). Anywhere interfaces using handheld augmented reality. Computer, 45 (7), 26–31.
Gier, V. S., & Kreiner, D. S. (2009). Incorporating active learning with PowerPoint-based lectures using content-based questions. Teaching of Psychology, 36 , 134–139.
Grech, V. (2018). The application of the Mayer multimedia learning theory to medical PowerPoint slide show presentations. Journal of Visual Communication in Medicine, 41 , 36–41.
Hallett, T. L., & Faria, G. (2006). Teaching with multimedia: Do bells and whistles help students learn? Journal of Technology in Human Services, 24 , 167–179.
Hallewell, M. J., & Lackovic, N. (2017). Do pictures ‘tell’ a thousand words in lectures? How lecturers vocalize photographs in their presentations. Higher Education Research and Development, 36 , 1166–1180.
Hill, A., Arford, T., Lubitow, A., & Smollin, L. M. (2012). “I’m Ambivalent about It”: The dilemmas of PowerPoint. Teaching Sociology, 40 (3), 242–256.
Hsiao, H., Chang, C., Lin, C., & Wang, Y. (2013). Weather observers: A manipulative augmented reality system for weather simulations at home, in the classroom, and at a museum. Interactive Learning Environments, 24 (1), 205–223.
Huang, Y. R., Zhang, J., Liu, T. C., Sung, Y. T., Chang, K. E., & Yang, M. J. (2016). AR-based learning and AR guides as strategy in two-phase learning enhancement: A case study. In Mixed and Augmented Reality (ISMAR-Adjunct), IEEE International Symposium (pp. 318–321).
Ibáñez, M., & Carlos, D. (2018). Augmented reality for STEM learning: A systematic review. Computer & Education, 123 , 109–123.
Ibáñez, M., Di Serio, Á., Villarán, D., & Delgado Kloos, C. (2014). Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness. Computers & Education, 71 , 1–13.
Jalali, S., & Talebi, H. (2014). The effect of PowerPoint presentations on EFL learners' performance and attitude. Social Sciences and Humanities, 22 , 1147–1161.
James, K. E., Burke, L. A., & Hutchins, H. M. (2006). Powerful or pointless? Faculty versus student perceptions of PowerPoint use in business education. Business Communication Quarterly, 69 (4), 374–396.
Jordan, L. A., & Papp, R. (2014). PowerPoint®: It’s not “yes” or “no”: It’s “when” and “how”. Research in Higher Education Journal, 22 , 1–11.
Johnson, D. A., & Christensen, J. (2011). A comparison of simplified-visually rich and traditional presentation styles. Teaching of Psychology, 38 , 293–297.
Kim, H. (2018). Impact of slide-based lectures on undergraduate students’ learning: Mixed effects of accessibility to slides, differences in note-taking, and memory term. Computers & Education, 123 , 13–25.
Ledbetter, A. M., & Finn, A. N. (2018). Perceived teacher credibility and students' affect as a function of instructors' use of PowerPoint and email. Communication Education, 67 , 31–51.
Levasseur, D. G., & Sawyer, K. (2006). Pedagogy meets PowerPoint: A research review of the effects of computer-generated slides in the classroom. Review of Communication, 6 , 101–123.
Lowry, R. B. (1999). Electronic presentation of lectures: Effect upon student performance. University Chemistry Education, 3 , 18–21.
Mantei, E. J. (2000). Using internet class notes and PowerPoint in physical geology lecture: Comparing the success of computer technology with traditional teaching techniques. Journal of College Science Teaching, 29 (2000), 301–305.
Mayer, R. E. (2001). What good is educational psychology? The case of cognition and instruction. Educational Psychologist , 36 (2), 83–88.
Mayer, R. E. (2014). The Cambridge handbook of multimedia learning . Cambribge: Cambridge University Press.
Mayer, R. E. (2017). Using multimedia for e-learning. Journal of Computer-Assisted Learning, 33 (5), 403–423.
Mayer, R. E., & Moreno, R. (2002). Aids to computer-based multimedia learning. Learning and instruction , 12 (1), 107–119.
Miller, S. T., & James, R. C. (2011). The effect of animations within PowerPoint presentations on learning introductory astronomy. Astronomy Education Review, 10 , 1–13.
Moreno, R., & Mayer, R. E. (1999). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of Educational Psychology, 91 (2), 358–368.
Nagmoti, J. M. (2017). Departing from PowerPoint default mode: Applying Mayer's multimedia principles for enhanced learning of parasitology. Indian Journal of Medical Microbiology, 35 (2), 199–203.
Nouri, H., & Shahid, A. (2005). The effect of PowerPoint presentations on student learning and attitudes. Global Perspectives on Accounting Education, 2 , 53–73.
Ozcelik, E., & Acarturk, C. (2011). Reducing the spatial distance between printed and online information sources by means of mobile technology enhances learning: Using 2D barcodes. Computers & Education, 57 (3), 2077–2085.
Pate, A., & Posey, S. (2016). Effects of applying multimedia design principles in PowerPoint lecture redesign. Currents in Pharmacy Teaching and Learning, 8 , 235–239.
Penciner, R. (2013). Does PowerPoint enhance learning? Canadian Journal of Emergency Medicine, 15 (2), 109–112.
Pros, R. C., Tarrida, A. C., Martin, M. M. B., & Amores, M. C. C. (2013). Effects of the methodology on content learning. Intangible Capital, 9 , 184–198.
Rick, P. (2012). Does PowerPoint enhance learning? Canadian Journal of Emergency Medicine., 15 (2), 109–112.
Rickman, J., & Grudzinski, M. (2000). Student expectations of information technology use in the classroom. Educause Quarterly, 23 (1), 24–30.
Savoy, A., Proctor, R. W., & Salvendy, G. (2009). Information retention from PowerPoint™ and traditional lectures. Computers & Education, 52 , 858–867.
Schnettler, B. (2006). Orchestrating bullet lists and commentaries: a video performance analysis of computer supported presentations. In H. Knoblauch, et al. (Eds.), Video analysis: methodology and methods qualitative audiovisual data analysis in sociology (pp. 155–168). Frankfurt am Main and New York: Lang.
Seth, V., Upadhyaya, P., Ahmad, M., & Kumar, V. (2010). Impact of various lecture delivery methods in pharmacology. EXCLI Journal, 9 , 96–101.
Shapiro, E. L., Kerssen-Griep, J., Gayle, B. M., & Allen, M. (2006). How powerful is PowerPoint? Analyzing the educational effects of desktop presentational programs in the classroom. In B. M. Gayle, R. W. Preiss, N. Burrell, & M. Allen (Eds.), Classroom communication and instructional processes: Advances through meta-analysis (pp. 61–75). New York, NY: Routledge.
Sommerauer, P., & Müller, O. (2014). Augmented reality in informal learning environments: A field experiment in a mathematics exhibition. Computers & Education, 79 , 59–68.
Sugahara, S., & Boland, G. (2006). The effectiveness of PowerPoint presentations in the accounting classroom. Accounting Education: International Journal, 15 , 391–403.
Szabo, A., & Hastings, N. (2000). Using IT in the undergraduate classroom: Should we replace the blackboard with PowerPoint. Computers & Education, 35 , 175–187.
Tangen, J. M., Constable, M. D., Durrant, E., Teeter, C., Beston, B. R., & Kim, J. A. (2011). The role of interest and images in slideware presentations. Computers & Education, 56 , 865–872.
Tufte, E. (2003). The cognitive style of PowerPoint . Cheshire, CT: Graphics Press.
Valdez, A. (2013). Multimedia learning from PowerPoint: Use of adjunct questions. Psychology Journal, 10 , 35–44.
Waheeda, S., & Murthy, S. K. (2015). A comparative study of blackboard teaching with PowerPoint teaching in 1 year medical students. National Journal of Basic Medical Sciences, 6 , 11–13.
Wecker, C. (2012). Slide presentation as speech suppressors: When and why learners miss oral information. Computers & Education, 59 , 260–273.
Williams, R. L., & Eggert, A. C. (2002). Notetaking in college classes: Student patterns and instructional strategies. The Journal of General Education, 51 (3), 173–199.
Zhang, J., Hou, H. T., & Chang, K. E. (2012). Designing a streamlined viewport strategy system to enhance performance in context awareness in mobile learning environments. In Advanced Applied Informatics (IIAIAAI), 2012 IIAI International Conference (pp. 72–76). IEEE.
Zhang, J., Liu, T. C., Sung, Y. T., & Chang, K. E. (2015). Using augmented reality to promote homogeneity in learning achievement. In Mixed and Augmented Reality-Media, Art, Social Science, Humanities and Design (ISMAR-MASH'D), 2015 IEEE International Symposium (pp. 1–5).
Zhang, J., Sung, Y., Hou, H., & Chang, K. (2014). The development and evaluation of an augmented reality-based armillary sphere for astronomical observation instruction. Computers & Education, 73 , 178–188.
Download references
The work was supported by the National Science Council, Taiwan, Republic of China [Grant Numbers MOST 107-2511-H-003-027-MY3] and the “Institute for Research Excellence in Learning Sciences” of National Taiwan Normal University (NTNU) from The Featured Areas Research Center Program within the framework of the Higher Education Sprout Project by the Ministry of Education in Taiwan.
Author information
Authors and affiliations.
Graduate Institute of Information and Computer Education, National Taiwan Normal University, 162, Heping East Road Section 1, Taipei, Taiwan
Jia Zhang, Shao-Hsuan Yen & Kuo-En Chang
Department of Educational Psychology and Counseling, National Taiwan Normal University, Taipei, Taiwan
Tzu-Chien Liu & Yao-Ting Sung
You can also search for this author in PubMed Google Scholar
Corresponding author
Correspondence to Kuo-En Chang .
Additional information
Publisher's note.
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ .
Reprints and permissions
About this article
Zhang, J., Yen, SH., Liu, TC. et al. Studies on Learning Effects of AR-Assisted and PPT-Based Lectures. Asia-Pacific Edu Res 31 , 1–10 (2022). https://doi.org/10.1007/s40299-020-00533-x
Download citation
Published : 14 September 2020
Issue Date : February 2022
DOI : https://doi.org/10.1007/s40299-020-00533-x
Share this article
Anyone you share the following link with will be able to read this content:
Sorry, a shareable link is not currently available for this article.
Provided by the Springer Nature SharedIt content-sharing initiative
- Augmented reality
- Educational technology
- PPT-based lecture
- Find a journal
- Publish with us
- Track your research
Impact of the provision of PowerPoint slides on learning
New citation alert added.
This alert has been successfully added and will be sent to:
You will be notified whenever a record that you have chosen has been cited.
To manage your alert preferences, click on the button below.
New Citation Alert!
Please log in to your account
Information & Contributors
Bibliometrics & citations, view options.
- Teng Y Wang X (2024) Full caption, English proficiency and their relationships with behavioral, cognitive and emotional student engagement in Chinese EFL college content-based instruction video learning Education and Information Technologies 10.1007/s10639-023-12342-y 29 :1 (861-880) Online publication date: 1-Jan-2024 https://dl.acm.org/doi/10.1007/s10639-023-12342-y
- Liu Y Wu M Luo L (2022) Evaluation of Teachers' information technology application competency Based on IBC Proceedings of the 5th International Conference on Big Data and Education 10.1145/3524383.3524426 (176-182) Online publication date: 26-Feb-2022 https://dl.acm.org/doi/10.1145/3524383.3524426
Index Terms
Applied computing
Computer-assisted instruction
Enterprise computing
Human-centered computing
Social and professional topics
Professional topics
Computing education
Computing education programs
Computer science education
Recommendations
To provide or not to provide course powerpoint slides the impact of instructor-provided slides upon student attendance and performance.
As PowerPoint has pervaded today's college classrooms, instructors have struggled with the issue of whether or not to provide students' with copies of course PowerPoint slides (instructor-provided slides). While students report that such slides assist ...
Use of PowerPoint in the Classroom: A Participatory Research Project
This study uses the participatory research approach to investigate how college instructors feel about the use of PowerPoint presentations when teaching an introductory course of computer information systems. Nine college instructors participated in this ...
Robotics to promote elementary education pre-service teachers' STEM engagement, learning, and teaching
We report a research project with a purpose of helping teachers learn how to design and implement science, technology, engineering, and mathematics (STEM) lessons using robotics. Specifically, pre-service teachers' STEM engagement, learning, and ...
Information
Published in.
Elsevier Science Ltd.
United Kingdom
Publication History
Author tags.
- Access to learning
- Instructor-provided slides
- Research-article
Contributors
Other metrics, bibliometrics, article metrics.
- 2 Total Citations View Citations
- 0 Total Downloads
- Downloads (Last 12 months) 0
- Downloads (Last 6 weeks) 0
View options
Login options.
Check if you have access through your login credentials or your institution to get full access on this article.
Full Access
Share this publication link.
Copying failed.
Share on social media
Affiliations, export citations.
- Please download or close your previous search result export first before starting a new bulk export. Preview is not available. By clicking download, a status dialog will open to start the export process. The process may take a few minutes but once it finishes a file will be downloadable from your browser. You may continue to browse the DL while the export process is in progress. Download
- Download citation
- Copy citation
We are preparing your search results for download ...
We will inform you here when the file is ready.
Your file of search results citations is now ready.
Your search export query has expired. Please try again.
![](http://blog10.website/777/templates/cheerup2/res/banner1.gif)
IMAGES
COMMENTS
technology, this theory has been widely applied in distance education, computer-assisted collaborative learning and the development of computer-assisted-learning tools. Dual-Coding Theory is a learning theory proposed by psychologist Allan Urho Paivio. According to the dual-coding theory, people's brain obtains information
This paper will summarize some of the benefits of Internet-equipped computers in education, outline the challenges of integrating this technology into classrooms and make general recommendations for planning and implementing computers in classrooms. Download Free PDF. View PDF. Computers in Education. Nyi Thway Set.
Learning is a process. Learning is a product. • Learning to do. • Learning to be. • Learning to live together. • Learning to learn. Technology allows the students and teachers to live within the four pillars of education. At the end of the chapter, we shall be able to: •Compare the diff. learning theories related to educaional ...
Learning Theories and Research on Integration of Technology into Education Rhonda Christensen CECS 4100 Ch. 3 IETT. Theories Supporting Computer Use in Education • Behaviorism • Systems Theory • Cognitive Theory. Behaviorism • Expect any effective instructional activity, such as a computer-based tutorial, to change the student in some obvious and measurable way • In education we use ...
Abstract. As we have already hinted, computers and the internet have made profound changes in how we learn. We begin this topic by reviewing influential visions and early prototypes suggesting how technology could revolutionize education. Early on, computers were used by educators to deliver online tutorials about subject material, administer ...
Each chapter contains: • An accessible introduction to each theory • A summary of key principles • Critical insights drawn from the theories discussed • Examples and illustrations from contemporary research and practice • Summary boxes that highlight critical and key points made • Practical implications for education professionals ...
Learning Theories[1] - Free download as Powerpoint Presentation (.ppt), PDF File (.pdf), Text File (.txt) or view presentation slides online. The document discusses various theories of learning including behaviorism, cognitivism, and constructivism and their implications for online learning. It explores how these learning theories can be applied through online learning approaches like ...
12 Benefits of Computer Use in Schools. Students appear motivated to use computers. Expands the traditional learning environment. Better able to manipulate material Immediate feedback Helps in material visualization. 13 Benefits of Computer Use in Schools. Expands teacher repertoire. Teacher not center of classroom all the time.
teaching methods which have been rated reliable and very significant for the learning. theories. For the behavioristic learning theory: Direct instruction and programmed instr. ction. For the cognitivist learning theory: Experiment, learning by teaching, and presentation. For the constr. ctivist learnin.
Sydney Silumbu. The two theories of learning discussed are Behaviorism and Constructivism. Skinner and Watson, the two major developers of the behaviorist school of thought sought to prove that behavior could be predicted and controlled (Skinner, 1974). They studied how learning is affected by changes in the environment.
Computers & Education aims to increase knowledge and understanding of ways in which digital technology can enhance education, through the publication of high-quality research, which extends theory and practice. The Editors welcome research papers on the pedagogical uses of digital technology, …. View full aims & scope.
Highlights. •. This is a meta-analysis on using PowerPoint to supplement traditional teaching. •. 48 studies were included over a 22-year period. •. PowerPoint had no effect on students' cognitive learning. •. Moderators (e.g., subject matter, sample type, learning measurement, and study method) were considered to explain heterogeneity.
Download presentation. Presentation on theme: "Theories of learning."—. Presentation transcript: 1 Theories of learning. 2 Learning Theory Q: How do people learn? A: Nobody really knows. But there are 6 main theories: Behaviorism Cognitivism Social Learning Theory Social Constructivism Multiple Intelligences Brain-Based Learning.
As computers are widely used today, acquiring computer education is the need of the day today. Computers are not only storage devices and processing units, but also are excellent communication media. They are the means to access the Internet and get connected to the world. Slideshow 7319109 by iicecomputer.
Computers in Education ppt - Free download as Powerpoint Presentation (.ppt / .pptx), PDF File (.pdf), Text File (.txt) or view presentation slides online. This document summarizes a student presentation on the role of computers in education. It includes the names of the six presenting students and their objectives to make students aware of computers, improve education quality with technology ...
The cognitive theory of multimedia learning asserts that learners may actively select limited information through two sensory memories: ... An assessment of student preferences for PowerPoint presentation structure in undergraduate courses. Computers & Education, 50 (2008), pp. 148-153. View PDF View article View in Scopus Google Scholar ...
About This Presentation. Title: Computers in Education. Description: many demands on schools. lifelong learning. changing roles for teachers and students ... in developmental psychology and genetic epistemology had one unique goal: how ... - PowerPoint PPT presentation. Number of Views: 268. Avg rating:3.0/5.0.
While common, computer presentations given during classroom lectures do not always improve learning effects; thus, this study incorporated three elements into technology-assisted classroom lectures: emphasis, augmentation, and integration. These three elements cannot be implemented simultaneously when using PowerPoint (PPT) presentations during classroom lectures. Therefore, the virtual and ...
Baker et al. (2018) recently conducted a meta-analysis with the aim of assessing evidence about the impact on students' cognitive learning of PowerPoint use in classes. Findings revealed that some studies showed effects in favour of PowerPoint use (29.17%), whilst other studies showed negative (22.92%) or no effects of PowerPoint use (47.92%).
Abstract. PowerPoint is a basic tool for university teaching. Teachers use it extensively for presenting material. At times, it is used as a guide for organizing lessons, at other times it is used with the intention of summarizing essential curricular content. The way in which PowerPoint is used and the form it takes differs between faculties.
Mean scores were 3.44 (SD 2.06) and 4.13 (SD 2.21) in the Y-ppt condition and N-ppt condition, respectively.Fig. 2 presents student scores in the Y-ppt (grey) and N-ppt (white) conditions using a raincloud plot (Allen, Poggiali, Whitaker, Marshall, & Kievit, 2019).For each condition, raw data are presented at the bottom of the plot and probability density is shown at the top.