Literaturnachweis - Detailanzeige
| Autor/in | Cooper, Elizabeth |
|---|---|
| Titel | Overloading on Slides: Cognitive Load Theory and Microsoft's Slide Program PowerPoint |
| Quelle | In: AACE Journal, 17 (2009) 2, S.127-135 (9 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1551-3696 |
| Schlagwörter | Interdisciplinary Approach; Computer Software; Computer Uses in Education; Educational Technology; Cognitive Processes; Teaching Methods; Difficulty Level; Brain; Multimedia Instruction; Schemata (Cognition) |
| 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. (As Provided). |
| Anmerkungen | Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org/pubs/aacej |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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