Overloading on Slides: Cognitive Load Theory and Microsoft’s Slide Program PowerPoint

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Cooper, E. (2009). Overloading on Slides: Cognitive Load Theory and Microsoft’s Slide Program PowerPoint. AACE Journal, 17(2), 127-135. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/28143.

Journal Information

AACE Journal
ISSN 1065-6901
Volume 17, Issue 2, April 2009
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on AACEJ

Author

Elizabeth Cooper, Master's Candidate, University of Memphis, USA

Abstract

The integration of Microsoft's PowerPoint and other slideware programs into the classroom setting may hinder educational progress rather than help it. An examination of the literature focusing on Cognitive Load Theory recognizes that students' have a limited tolerance for the amount of sights and sounds on display at any given time, especially in learning environments. This article finds that an interdisciplinary approach is needed to effectively design slides that can educate without overloading the students.

Keywords

• Creativity
• Students
• Educational Technology
• Multimedia
• Software

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