Achieving peak pow: The effects of four powerpoint techniques on student learning and retention

Abstract

Purpose of the Study: PowerPoint-based (PP) lectures are a ubiquitous technique used in marketing classes. Despite this popularity, there is little research which demonstrates that existing PP methods optimize student learning and retention. In order to address this gap, this study compares four different PP techniques used by the same instructor for the same materials and develops an active learning PP technique based on the multimedia learning, cognitive load and active learning literatures to optimize student performance. Method/Design and Sample: In four Sales classes (n=331), lectures for each class exclusively used one of four PP presentation types throughout the semester: publisher-generated slides, instructor-generated slides, student group-generated slides and student group-generated slides that had been peer-critiqued. Results: Results show that the active learning, student-group generated, peer-critiqued slides optimized student final performance on the comprehensive multiple choice and long answer final examination as compared to the other conditions. Value to Marketing Educators: This study presents a new active learning PowerPoint technique which enhances student aided and non-aided recall learning and retention. The recommendations are easily implemented and can be used by instructors of all level of experience as well as for all types of classes (face-to-face, online). This method also prepares students to generate effective Powerpoint presentations for the workplace.