Prezi versus PowerPoint: The effects of varied digital presentation tools on students' learning performance

Pao Nan Chou, Chi-Cheng Chang, Pei Fen Lu

Research output: Contribution to journalArticle

18 Citations (Scopus)

Abstract

This study investigated the effect of varied digital presentation tools (PowerPoint and Prezi) on the learning performance of students. The research focus was to evaluate how different presentation technologies used by class instructors affect the knowledge acquisition of students. A quasi experimental pre- and post-test control group design was adopted to fulfill the research purpose. The educational experiment was completed within 4 weeks. The participants were 78 fifth-grade students from a public elementary school in Taiwan. Students from three classes were divided into three treatment groups: PowerPoint instruction, Prezi instruction, and traditional instruction. Two quizzes (formative evaluation) directly related to learning units were administered to assess the immediate learning outcomes of the students after class. A learning achievement test (summative evaluation) was developed to measure the basic geographical knowledge of the students in a social science class. Two weeks after the summative evaluation was completed, the same learning achievement test with different item numbers (delayed summative evaluation) was employed to assess the long-term learning effects of the students. The results showed that Prezi was a more effective instructional medium for knowledge acquisition compared with traditional instruction. PowerPoint demonstrated instructional effectiveness on only the long-term learning retention of the students compared with traditional instruction. However, no significant difference was observed among the three types of tests in Prezi and PowerPoint instruction.

Original languageEnglish
Pages (from-to)73-82
Number of pages10
JournalComputers and Education
Volume91
DOIs
Publication statusPublished - 2015 Dec 15

Fingerprint

learning performance
Students
instruction
student
Knowledge acquisition
learning
knowledge acquisition
achievement test
evaluation
instructional media
test evaluation
group instruction
learning success
Social sciences
quiz
research focus
elementary school
Taiwan
instructor
social science

Keywords

  • Digital presentation tool
  • Instructional media evaluation
  • Instructional media in the classroom
  • Media selection strategy
  • Slide format and design

ASJC Scopus subject areas

  • Computer Science(all)
  • Education

Cite this

Prezi versus PowerPoint : The effects of varied digital presentation tools on students' learning performance. / Chou, Pao Nan; Chang, Chi-Cheng; Lu, Pei Fen.

In: Computers and Education, Vol. 91, 15.12.2015, p. 73-82.

Research output: Contribution to journalArticle

@article{835f2cb1614f4828b44ceb66ad0945b6,
title = "Prezi versus PowerPoint: The effects of varied digital presentation tools on students' learning performance",
abstract = "This study investigated the effect of varied digital presentation tools (PowerPoint and Prezi) on the learning performance of students. The research focus was to evaluate how different presentation technologies used by class instructors affect the knowledge acquisition of students. A quasi experimental pre- and post-test control group design was adopted to fulfill the research purpose. The educational experiment was completed within 4 weeks. The participants were 78 fifth-grade students from a public elementary school in Taiwan. Students from three classes were divided into three treatment groups: PowerPoint instruction, Prezi instruction, and traditional instruction. Two quizzes (formative evaluation) directly related to learning units were administered to assess the immediate learning outcomes of the students after class. A learning achievement test (summative evaluation) was developed to measure the basic geographical knowledge of the students in a social science class. Two weeks after the summative evaluation was completed, the same learning achievement test with different item numbers (delayed summative evaluation) was employed to assess the long-term learning effects of the students. The results showed that Prezi was a more effective instructional medium for knowledge acquisition compared with traditional instruction. PowerPoint demonstrated instructional effectiveness on only the long-term learning retention of the students compared with traditional instruction. However, no significant difference was observed among the three types of tests in Prezi and PowerPoint instruction.",
keywords = "Digital presentation tool, Instructional media evaluation, Instructional media in the classroom, Media selection strategy, Slide format and design",
author = "Chou, {Pao Nan} and Chi-Cheng Chang and Lu, {Pei Fen}",
year = "2015",
month = "12",
day = "15",
doi = "10.1016/j.compedu.2015.10.020",
language = "English",
volume = "91",
pages = "73--82",
journal = "Computers and Education",
issn = "0360-1315",
publisher = "Elsevier Limited",

}

TY - JOUR

T1 - Prezi versus PowerPoint

T2 - The effects of varied digital presentation tools on students' learning performance

AU - Chou, Pao Nan

AU - Chang, Chi-Cheng

AU - Lu, Pei Fen

PY - 2015/12/15

Y1 - 2015/12/15

N2 - This study investigated the effect of varied digital presentation tools (PowerPoint and Prezi) on the learning performance of students. The research focus was to evaluate how different presentation technologies used by class instructors affect the knowledge acquisition of students. A quasi experimental pre- and post-test control group design was adopted to fulfill the research purpose. The educational experiment was completed within 4 weeks. The participants were 78 fifth-grade students from a public elementary school in Taiwan. Students from three classes were divided into three treatment groups: PowerPoint instruction, Prezi instruction, and traditional instruction. Two quizzes (formative evaluation) directly related to learning units were administered to assess the immediate learning outcomes of the students after class. A learning achievement test (summative evaluation) was developed to measure the basic geographical knowledge of the students in a social science class. Two weeks after the summative evaluation was completed, the same learning achievement test with different item numbers (delayed summative evaluation) was employed to assess the long-term learning effects of the students. The results showed that Prezi was a more effective instructional medium for knowledge acquisition compared with traditional instruction. PowerPoint demonstrated instructional effectiveness on only the long-term learning retention of the students compared with traditional instruction. However, no significant difference was observed among the three types of tests in Prezi and PowerPoint instruction.

AB - This study investigated the effect of varied digital presentation tools (PowerPoint and Prezi) on the learning performance of students. The research focus was to evaluate how different presentation technologies used by class instructors affect the knowledge acquisition of students. A quasi experimental pre- and post-test control group design was adopted to fulfill the research purpose. The educational experiment was completed within 4 weeks. The participants were 78 fifth-grade students from a public elementary school in Taiwan. Students from three classes were divided into three treatment groups: PowerPoint instruction, Prezi instruction, and traditional instruction. Two quizzes (formative evaluation) directly related to learning units were administered to assess the immediate learning outcomes of the students after class. A learning achievement test (summative evaluation) was developed to measure the basic geographical knowledge of the students in a social science class. Two weeks after the summative evaluation was completed, the same learning achievement test with different item numbers (delayed summative evaluation) was employed to assess the long-term learning effects of the students. The results showed that Prezi was a more effective instructional medium for knowledge acquisition compared with traditional instruction. PowerPoint demonstrated instructional effectiveness on only the long-term learning retention of the students compared with traditional instruction. However, no significant difference was observed among the three types of tests in Prezi and PowerPoint instruction.

KW - Digital presentation tool

KW - Instructional media evaluation

KW - Instructional media in the classroom

KW - Media selection strategy

KW - Slide format and design

UR - http://www.scopus.com/inward/record.url?scp=84945908878&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84945908878&partnerID=8YFLogxK

U2 - 10.1016/j.compedu.2015.10.020

DO - 10.1016/j.compedu.2015.10.020

M3 - Article

AN - SCOPUS:84945908878

VL - 91

SP - 73

EP - 82

JO - Computers and Education

JF - Computers and Education

SN - 0360-1315

ER -