Document Type
Presentation Paper
Date of Seminar
3-20-2024
Access Restrictions
Access limited to Washington University campus
Copyright
Materials provided for non-profit, educational use; further reproduction and distribution in any way inconsistent with copyright law (17 U.S. Code) and its “fair use” provisions may result in liability for copyright infringement.
Recommended Citation
Pavlak, Clarice, "SciComm Journal Club: How the design of presentation slides affects audience comprehension: A case for the assertion-evidence approach" (2024). SciComm Journal Club. Paper 9.
Retrieved from https://digitalcommons.wustl.edu/scicomm_jclub/9
COinS
Notes
According to the Cognitive Theory of Multimedia Learning (CTML), the brain processes verbal and visual information through separate channels, which is why people learn more effectively from a combination of words and visuals than from words alone. In this session, participants explored an innovative method for preparing and delivering presentations that applies core CTML principles to reduce cognitive load, increase understanding and promote retention of information.
URL: https://writing.engr.psu.edu/ae_comprehension.pdf
APA Article Citation
Garner, J., & Alley, M. (2013). How the design of presentation slides affects audience comprehension: A case for the assertion-evidence approach. International Journal of Engineering Education, 29(6), 1564-1579.