Open AccessHow to Effectively and Efficiently Communicate Research Results? Experimental Study on the Influence of Interactivity and Presentation form on Knowledge Transfer and Cognitive Activity
Author(s) -
Andreas Krämer,
Sandra Böhrs,
Susanne Ilemann
Publication year - 2021
Publication title -
journal of education and learning
Language(s) - English
Resource type - Journals
eISSN - 1927-5269
pISSN - 1927-5250
DOI - 10.5539/jel.v10n4p87
Subject(s) - presentation (obstetrics) , interactivity , psychology , cognition , factor (programming language) , usability , appeal , multimedia , computer science , human–computer interaction , medicine , neuroscience , political science , law , radiology , programming language
When it comes to presenting research results, the usual approach is to use PowerPoint or similar slide applications, or to opt for alternative presentation tools. A central question is how well the knowledge is transferred and to what extent the target audience is addressed emotionally. Based on a 2*2 factorial design, the effects of presentation form (PowerPoint slide presentation vs. explainer video) and interaction (no interaction vs. interaction by means of additional questions on the topic) were investigated. Overall, the presentation factor is more important for learning success than the interaction factor and explainer videos perform significantly better than the PowerPoint presentation. This applies to the objective and subjective learning success, but also to the emotional appeal and the increase in engagement, interest and other cognitive activities. The effects of the interaction factor are relatively low, achieving minor improvements in combination with the PowerPoint presentation, while no statistically significant and relevant effects were found in combination with the explainer video.