Morehead State University
Accuracy and Engagement Resulting from Different Presentation Formats
Grade Level at Time of Presentation
Sophomore
Major
Psychology
2nd Grade Level at Time of Presentation
Sophomore
2nd Student Major
Psychology
Institution
Morehead State University
KY House District #
5; 4
KY Senate District #
1; 2
Faculty Advisor/ Mentor
Dr. Gregory Corso
Department
Department of Psychology
Abstract
This investigation assessed the effect of different presentation formats on learning and student engagement. Participants watched a presentation about a fake island and took an exam which covered information about the island. Three presentation formats were used, presentation alone, presentation with audio, and presentation with audio and video. The presentation format was a between-subject variable. Each presentation used the same PowerPoint slides. The presentation with audio and the presentation with audio and video used the same audio. After the presentation, the participants took an exam about the island and a survey measuring engagement. We hypothesized that the mean exam score for the PowerPoint alone format would be greater than the other two presentation formats, and we expected the mean student engagement measure for that presentation alone also to be the highest. Participants were recruited from Introductory Psychology courses for class credit. Monetary awards for exam performance were offered to the top four scorers in each condition. After being greeted, each participant read and signed the informed consent and were then administered a near and far-sighted eye exam and a color blindness exam. Data were collected from 20 participants and the session duration was around 45-minutes. Analysis of exam scores resulted in significant accuracy differences, [F(2,17) = 4.399, p = .03]. Post-hoc tests showed significant differences between the PowerPoint alone and the PowerPoint with audio and video. These findings are supportive of our first hypothesis. Engagement scores showed a significant interaction between general engagement and task engagement across the three presentation formats, [F= (2, 10) = 5.891, p = .02]. The PowerPoint alone format resulted in greater learning and engagement. These findings suggest students retain information and are more engaged in online lectures that do not have audio and video.
Accuracy and Engagement Resulting from Different Presentation Formats
This investigation assessed the effect of different presentation formats on learning and student engagement. Participants watched a presentation about a fake island and took an exam which covered information about the island. Three presentation formats were used, presentation alone, presentation with audio, and presentation with audio and video. The presentation format was a between-subject variable. Each presentation used the same PowerPoint slides. The presentation with audio and the presentation with audio and video used the same audio. After the presentation, the participants took an exam about the island and a survey measuring engagement. We hypothesized that the mean exam score for the PowerPoint alone format would be greater than the other two presentation formats, and we expected the mean student engagement measure for that presentation alone also to be the highest. Participants were recruited from Introductory Psychology courses for class credit. Monetary awards for exam performance were offered to the top four scorers in each condition. After being greeted, each participant read and signed the informed consent and were then administered a near and far-sighted eye exam and a color blindness exam. Data were collected from 20 participants and the session duration was around 45-minutes. Analysis of exam scores resulted in significant accuracy differences, [F(2,17) = 4.399, p = .03]. Post-hoc tests showed significant differences between the PowerPoint alone and the PowerPoint with audio and video. These findings are supportive of our first hypothesis. Engagement scores showed a significant interaction between general engagement and task engagement across the three presentation formats, [F= (2, 10) = 5.891, p = .02]. The PowerPoint alone format resulted in greater learning and engagement. These findings suggest students retain information and are more engaged in online lectures that do not have audio and video.