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首页> 外文期刊>The international journal of engineering education >Slide Structure Can Influence the Presenter's Understanding of the Presentation's Content
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Slide Structure Can Influence the Presenter's Understanding of the Presentation's Content

机译：幻灯片结构可能会影响演示者对演示内容的理解

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摘要

Many undergraduate engineering programs use presentations as a means of assessing students' learning and technical communication skills, but the task of identifying slide structures that foster the presenter's thinking about his or her topic has received little attention. In most cases, students create topic-subtopic structure slides that follow the default settings of programs such as Microsoft PowerPoint. Our study explored the premise that the structure of a slide can also influence the presenter's understanding of the content. We asked 120 undergraduate engineering students to create slides that could be used to teach other students how MRI scans work. Roughly half of the participants (n = 59) were tasked with creating assertion-evidence slides. In the other condition, 61 participants created slides using a structure of their choosing. More than 80 percent from this second group created topic-subtopic slides. Within 24 hours, we gave the participants an unannounced post-test of comprehension. Results revealed a statistically significant advantage (p < 0.05) for participants who created assertion-evidence slides. Two takeaways from our study are (1) that the assertion-evidence structure led to a statistically significant increase in the presenter's understanding of the content, and (2) that the instruction needed to teach the assertion-evidence approach to the student presenters was minimal.
机译：许多本科生工程计划都使用演示文稿作为评估学生的学习和技术交流技能的手段，但是识别有助于演讲者思考其主题的幻灯片结构的任务却很少受到关注。在大多数情况下，学生会创建遵循主题（如Microsoft PowerPoint）默认设置的主题-子主题结构幻灯片。我们的研究探索了这样一个前提，即幻灯片的结构也可以影响演示者对内容的理解。我们要求120名本科工程专业的学生制作幻灯片，这些幻灯片可用于教其他学生MRI扫描如何工作。大约一半的参与者（n = 59）被要求制作断言-证据幻灯片。在其他情况下，有61位参与者使用他们选择的结构创建了幻灯片。第二组的80％以上创建了主题-子主题幻灯片。在24小时内，我们对参与者进行了一次未经通知的理解力后测。结果显示，创建断言证据幻灯片的参与者在统计学上具有显着优势（p <0.05）。我们的研究有两个结论：（1）断言证据结构导致演讲者对内容的理解有了统计上的显着提高，并且（2）向学生演示者教授断言证据方法所需的指导很少。

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