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Overloading on Slides: Cognitive Load Theory and Microsoft’s Slide Program PowerPoint
Article

, Master's Candidate, University of Memphis, United States

AACE Review (formerly AACE Journal) Volume 17, Number 2, ISSN 1065-6901 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

The integration of Microsoft's PowerPoint and other slideware programs into the classroom setting may hinder educational progress rather than help it. An examination of the literature focusing on Cognitive Load Theory recognizes that students' have a limited tolerance for the amount of sights and sounds on display at any given time, especially in learning environments. This article finds that an interdisciplinary approach is needed to effectively design slides that can educate without overloading the students.

Citation

Cooper, E. (2009). Overloading on Slides: Cognitive Load Theory and Microsoft’s Slide Program PowerPoint. AACE Review (formerly AACE Journal), 17(2), 127-135. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 3, 2022 from .

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