Joanna Garner, Michael Alley, Keri Wolfe, and Lauren Sawarynski
International Journal of Engineering Education (vol. 29, no. 6, 2013)
2012 ASEE Annual Conference
2011 ASEE Annual Conference
Main Takeaway: Two audiences learned a technical subject by hearing the exact same words, but viewing different slides. One set of slides followed the common practice of slides in science and engineering: a topic-phrase headline supported by a bulleted list or a bulleted list and a graphic. The other set of slides followed the assertion-evidence structure of a sentence headline that states the main message of the slide (or scene). In this structure, that message headline is supported by visual evidence. This study found that the assertion-evidence audience understood and remembered the content better than the common-practice audience. In addition, the difference between the learning was statistically significant (p < .01).