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ERIC Number: EJ1035876
Record Type: Journal
Publication Date: 2014-Sep
Pages: 7
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1751-2271
The Neuroscience of PowerPoint[TM]
Horvath, Jared Cooney
Mind, Brain, and Education, v8 n3 p137-143 Sep 2014
Many concepts have been published relevant to improving the design of PowerPoint[TM] (PP) presentations for didactic purposes, including the redundancy, modality, and signaling principles of multimedia learning. In this article, we review the recent neuroimaging findings that have emerged elucidating the neural structures involved in many of these concepts. First, we explore the research suggesting that the brain utilizes similar structures to process written text and oral speech leading to neural competition and impaired performance during dual linguistic text/audition tasks (redundancy principle). Next, we examine research that demonstrates that the brain processes visual images in a manner different from and parallel to oral speech leading to improved performance during dual nonlinguistic visual/audition tasks (modality principle). Finally, we look at how the brain responds to contextual and direct attention cues (signaling principle). We link this research to PP design and suggest a number of concrete ways to implement these findings to improve the didactic strength of slide-show presentations.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A