Michael Alley, Joanna Garner, Keri Wolfe, and Lauren Sawarynski
International Journal of Engineering Education (accepted 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 by 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).
Shannon Aippersbach, Michael Alley, and Joanna Garner
2013 ASEE Annual Conference
Main Takeaway: This study found that student presenters who created a set of slides using the assertion-evidence approach understood the content better than student presenters who created the slides using the commonly followed topic-subtopic approach. The differences in learning were statistically significant. The results of this study suggest that presenters using an assertion-evidence approach think more deeply about the content during the preparation of the slides than presenters following the typical approach.