| Título: |
Effects of the PowerPoint methodology on content learning Efectos de la metodología PowerPoint en el aprendizaje de contenidos Effects of the PowerPoint methodology on content learning |
| Autores: |
Cladellas Pros, Ramon; Universitat Autònoma de Barcelona Castelló Tarrida, Antoni; Universitat Autònoma de Barcelona Badia Martin, Mª del Mar; Universitat Autònoma de Barcelona Cirera Amores, Maria del Carmen; Universitat Autònoma de Barcelona |
| Fecha: | 2013-01-28 |
| Publicador: | Intangible capital |
| Fuente: |
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| Tipo: |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
| Tema: |
learning, PowerPoint, evaluation, content I210 Aprendizaje, PowerPoint, evaluación, contenidos I210 learning, PowerPoint, evaluation, content I210 |
| Descripción: |
Purpose: This study focuses on whether the use of PowerPoint technology as the main resource to convey information has an effect on students’ learning compared with classes taught without this technology.Design/methodology/approach: The sample consisted of 205 psychology students, divided into four groups, who were taught an ordinary Educational Psychology lesson. In two of these groups, a PowerPoint presentation (19 slides) was used to deliver the contents, while in the other two the same contents were delivered by the professors with the only aid of the blackboard. After the lesson, students’ learning was assessed by means of a questionnaire consisting of ten multiple-choice items.Findings: Results showed significant differences (p < 0.000), with the scores of the groups without PowerPoint an average of 19% higher than the groups with PowerPoint.Originality/value: The use of technology can have a very positive influence on learning, provided that its use fits the circumstances inherent in learning. Purpose: This study focuses on whether the use of PowerPoint technology as the main resource to convey information has an effect on students’ learning compared with classes taught without this technology.Design/methodology/approach: The sample consisted of 205 psychology students, divided into four groups, who were taught an ordinary Educational Psychology lesson. In two of these groups, a PowerPoint presentation (19 slides) was used to deliver the contents, while in the other two the same contents were delivered by the professors with the only aid of the blackboard. After the lesson, students’ learning was assessed by means of a questionnaire consisting of ten multiple-choice items.Findings: Results showed significant differences (p < 0.000), with the scores of the groups without PowerPoint an average of 19% higher than the groups with PowerPoint.Originality/value: The use of technology can have a very positive influence on learning, provided that its use fits the circumstances inherent in learning. Objeto: Este estudio se centra en los efectos del PowerPoint como medio principal de transmisión de contenidos en el aprendizaje del alumnado, comparándolos con el aprendizaje obtenido a partir de clases en las que no se usa esta tecnología.Diseño/metodología/enfoque: Se utilizó una muestra de 205 estudiantes de Psicología, repartidos en cuatro grupos, tomando como situación de aprendizaje una de las clases ordinarias de la materia de Psicología de la Educación. En dos de estos grupos se utilizó una presentación de 19 diapositivas PowerPoint para presentar los contenidos, mientras que en los otros dos grupos estos mismos contenidos fueron presentados por los profesores, con la única ayuda de la pizarra. Después de la clase, los asistentes fueron evaluados mediante un cuestionario de diez preguntas de elección múltiple.Resultados: Los resultados mostraron diferencias significativa (p < .000), siendo las puntuaciones medias de los grupos sin PowerPoint un 19% superiores a las de los grupos que recibieron la clase con esta tecnología.Originalidad/valor añadido: El uso de la tecnología puede tener una influencia muy positiva en el aprendizaje; siempre que su uso se ajuste a las circunstancias inherentes del mismo. |
| Idioma: | Español |