There is abundant educational research indicating that graphic organisers (knowledge maps, concept maps, or mind maps) have a beneficial impact on learning, but hardly any research has examined this in the context of presentations. This study therefore investigated how graphic organisers -- as delivered via presentation software -- affect learning outcomes and mediating variables such as self-efficacy, cognitive load and appreciation of the learning material. An experiment was set up during a university course ("n" = 155). E-lectures were designed that shared recorded audio, but differed in the design of the learning material (graphic organisers), considering the presentation software being used. In both research conditions presentation design was in line with the principles of the cognitive theory of multimedia learning. The results revealed no statistically relevant difference in cognitive load, self-efficacy and knowledge gain, but participants preferred the e-lecture with the graphic organisers to the control version.