Limits of PowerPoint's Power: Enhancing students' self-efficacy and attitudes but not their behavior Export

@article{citeulike:1095741, abstract = {The effects of accompanying lectures with computer-mediated PowerPoint presentations or PowerPoint generated overheads on students' self-efficacy, attitudes, course performance, and class-related behaviors were examined. Two Introduction to Developmental Psychology sections were initially taught with lectures accompanied by either overheads or computer-mediated presentations. The teaching format was switched halfway through the semester. Students reported higher self-efficacy and more positive attitudes toward the class with computer-mediated presentations. They also claimed that the website was more interesting and useful under these teaching conditions, indicating a halo effect of the computer-mediated presentations. However, the teaching format did not appear to affect course-related behavior, such as performance on exams, class attendance, participation in class discussions, or course website usage.}, author = {Susskind, Joshua E.}, citeulike-article-id = {1095741}, citeulike-linkout-0 = {http://dx.doi.org/10.1016/j.compedu.2006.12.001}, citeulike-linkout-1 = {http://linkinghub.elsevier.com/retrieve/pii/S0360131506001904}, citeulike-linkout-2 = {http://www.sciencedirect.com/science/article/B6VCJ-4N0GDPY-1/2/f9dc7654f5b74c3faddec04f0c1d5a61}, doi = {10.1016/j.compedu.2006.12.001}, journal = {Computers \& Education}, keywords = {learning, powerpoint, slides}, posted-at = {2009-02-11 20:21:05}, priority = {2}, title = {Limits of PowerPoint's Power: Enhancing students' self-efficacy and attitudes but not their behavior}, url = {http://dx.doi.org/10.1016/j.compedu.2006.12.001}, volume = {In Press, Corrected Proof} }

TY - JOUR ID - citeulike:1095741 L3 - citeulike-article-id:1095741 N2 - The effects of accompanying lectures with computer-mediated PowerPoint presentations or PowerPoint generated overheads on students' self-efficacy, attitudes, course performance, and class-related behaviors were examined. Two Introduction to Developmental Psychology sections were initially taught with lectures accompanied by either overheads or computer-mediated presentations. The teaching format was switched halfway through the semester. Students reported higher self-efficacy and more positive attitudes toward the class with computer-mediated presentations. They also claimed that the website was more interesting and useful under these teaching conditions, indicating a halo effect of the computer-mediated presentations. However, the teaching format did not appear to affect course-related behavior, such as performance on exams, class attendance, participation in class discussions, or course website usage. JF - Computers & Education TI - Limits of PowerPoint's Power: Enhancing students' self-efficacy and attitudes but not their behavior VL - In Press, Corrected Proof KW - learning KW - powerpoint KW - slides AU - Susskind, Joshua UR - http://dx.doi.org/10.1016/j.compedu.2006.12.001 ER -