( 2008) asked psychology students what in particular they liked about PowerPoint ® presentations, and found that they like to see lists built up one item at a time and that they also like outlines of key phrases, graphics, relevant sounds, and colored backgrounds. The results of such studies generally indicate that students do like PowerPoint ® presentations (Susskind, 2008 Savoy et al., 2009). Researchers have also examined whether students prefer PowerPoint ® presentations to other types of presentations. ( 2009) showed that students recalled more verbal information from a traditional lecture than they did when that information was presented verbally during a PowerPoint ®-based lecture. Indeed, some studies find that PowerPoint ® actually impairs learning. ( 2006) found that students learned more physics from PowerPoint ® presentations than from chapter summaries, whereas other researchers have reported that students remember about the same amount of material following PowerPoint ® presentations as they do following other media (such as overheads and use of the blackboard e.g., Szabo and Hastings, 2000 Beets and Lobingier, 2001 Campbell et al., 2004 Apperson et al., 2006 Experiments 1 and 3 Susskind, 2005, 2008). One set of this research has examined whether using this medium improves learning or comprehension. Observers have offered varied opinions about PowerPoint ® and the value of presentations that utilize it (e.g., for overviews, see Farkas, 2006 Stoner, 2007), and considerable empirical research has been conducted on the use of the medium (e.g., for reviews, see Susskind, 2005, 2008 Levasseur and Sawyer, 2006 Savoy et al., 2009).
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PowerPoint ® has been used to teach subjects as varied as the three-dimensional structure of the larynx (Hu et al., 2009), prosthetics and orthotics (Wong et al., 2004), how to perform a testicular exam (Taylor et al., 2004), developmental psychology (Susskind, 2008), and physics (Gunel et al., 2006). Presentations using such computer programs are commonplace in academia, business, government, the military, and even K-12 schools. Indeed, in 2001, Microsoft estimated that an average of 30 million PowerPoint ® presentations were given each day – and we can only imagine what that number is today (Parker, 2001). PowerPoint ®, Keynote ®, and their electronic slideshow siblings have become pervasive means of communication. In sum, the psychological foundations for effective slideshow presentation design are neither obvious nor necessarily intuitive, and presentation designers in all fields, from education to business to government, could benefit from explicit instruction in relevant aspects of psychology. Furthermore, even when they correctly identified the violation, they often could not explain the nature of the problem. Finally, in Study 3 we showed that observers are not highly accurate in recognizing when particular slides violated a specific psychological rule. In Study 2 we found that respondents reported having noticed, and having been annoyed by, specific problems in presentations arising from violations of particular psychological principles. In Study 1 we found that eight psychological principles are often violated in PowerPoint ® slideshows, and are violated to similar extents across different fields – for example, academic research slideshows generally were no better or worse than business slideshows. Electronic slideshow presentations are often faulted anecdotally, but little empirical work has documented their faults.
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