Relevant bibliographies by topics / PowerPoint 2013

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'PowerPoint 2013'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "PowerPoint 2013"

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Elpira, Nira, and Anik Ghufron. "PENGARUH PENGGUNAAN MEDIA POWERPOINT TERHADAP MINAT DAN HASIL BELAJAR IPA SISWA KELAS IV SD." Jurnal Inovasi Teknologi Pendidikan 2, no. 1 (2015): 94–104. http://dx.doi.org/10.21831/tp.v2i1.5207.

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Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan media Powerpoint terhadap minat dan hasil belajar IPA siswa kelas IV SD Muhammadiyah Sagan. Jenis penelitian ini quasi eksperiment dengan desain One-Group pretest-posttest design. Populasi penelitian ini adalah semua siswa kelas IV SD Muhammadiyah Sagan pada semester pertama Tahun Ajaran 2013/2014. Variabel penelitian meliputi variabel bebas (penggunaan media Powerpoint) dan variabel terikat (minat dan hasil belajar). Sample penelitian adalah siswa kelas IVA SD Muhammadiyah Sagan Tahun Ajaran 2013-2014. Penelitian ini dilaksanakan pada semester I Tahun Ajaran 2013-2014. Pengumpulan data menggunakan tes dan non tes. Instrumen pengumpulan data adalah tes hasil belajar berbentuk pilihan ganda dan angket minat belajar. Data penelitian ini diambil dari data hasil tes dan non tes, dengan membandingkan rata-rata sebelum dan sesudah pembelajaran. Hasil penelitian ini menunjukkan bahwa penggunaan media Powerpoint IPA terbukti berpengaruh terhadap minat dan hasil belajar.Kata kunci: media Powerpoint, minat belajar, hasil belajar_____________________________________________________________________ THE EFFECT OF POWERPOINT MEDIA USE ON STUDENTS’ LEARNING INTEREST AND OUTCOMES OF NATURAL SCIENCE LESSON OF THE FOURTH GRADE IN ELEMENTARY SCHOOL Abstract This research aimed to investigate the effect of media Powerpoint use on the interest and outcome of learning natural science of the fourth grade students at elementry school. This research was quasi-experimental using one-group pretest-posttest design. The populations comprised the fourth grade students of elementry school in the first semester of the academic year of 2013/2014. The research variables consisted of independent variable (the use of Powerpoint media) and dependent variables (students’ learning outcomes and interest). The research sample was IV A students of Muhammadiyah Sagan elementary school, in the academic year of 2013-2014. The data were collected through testing and non-testing. The data collecting instruments were a multiple choice test of learning outcomes and a questionnaire of learning interest. The reseach data were taken from the results of testing and non-testing, by comparing the mean of pre and post learning. The research result shows that the use of Powerpoint media has effect on students’ outcomes and interest.Keywords: Powerpoint media, learning interest, learning outcomes.
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Mumri, Auza Fadila, and Syamsi Aini. "Pengembangan Media Pembelajaran Powerpoint Interaktif berbasis Inkuiri Terbimbing pada Materi Reaksi Redoks Kelas XII SMA/MA." Edukimia 1, no. 1 (2019): 30–37. http://dx.doi.org/10.24036/ekj.v1.i1.a3.

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The 2013 curriculum is implemented in senior high school, emphasizing the scientific approach. Learning model that is able to make students active and can develop science process skills is guided inquiry. Guided inquiry consists of several syntax that can guides students in learning process, consisting of orientation, exploration, concept formation, application, and closing. Students are guided by key questions related to redox reaction material of class XII SMA/MA which is applied in instructional media in the form of interactive powerpoints. The type of this research was reseach and development with 4-D models. Powerpoint interactive validity testing is carried out by 3 chemistry lecturers at FMIPA UNP and 2 chemistry teachers at SMAN 14 Padang, the powerpoint interactive have an average kappa moments 0.91 which is very high level of validity. While the module practicality test is by 3 chemistry teachers and 25 XII grade IPA at SMAN 14 Padang, the average kappa moment from the results of practicality test of the module by the teachers is 0.93 and by the student is 0.90 with very high category. From the research can be concluded that interactive powerpoint is valid and practical
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Kjeldsen, Jens E. "Hvorfor bruker du PowerPoint?" Kirke og Kultur 118, no. 03 (2013): 261–69. http://dx.doi.org/10.18261/issn1504-3002-2013-03-07.

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Kjeldsen, Jens E. "Hvorfor bruker du PowerPoint?" Norsk medietidsskrift 20, no. 03 (2013): 261–69. http://dx.doi.org/10.18261/issn0805-9535-2013-03-05.

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Rahaju Nurtjahjanti, Rr Tuti. "MENINGKATKAN KEMAMPUAN MENULIS BERBENTUK PROSEDUR MELALUI PENGGUNAAN POWERPOINT INTERAKTIF." Jurnal Teknodik 17, no. 4 (2019): 084. http://dx.doi.org/10.32550/teknodik.v17i4.580.

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Penelitian ini dilatarbelakangi oleh kurangnya pemahaman peserta didik dalam materi menulis berbentuk prosedur di kelas VII H SMPN 15 Surabaya. Hal ini disebabkan guru kurang tepat dalam memilih strategi pembelajaran yang digunakan. Tujuan penelitian ini adalah untuk meningkatkan kemampuan peserta didik menulis berbentuk prosedur menggunakan PowerPoint. Penelitian ini dilaksanakan dengan dua siklus, di mana setiap siklus diawali dengan perencanaan, tindakan, observasi, dan refleksi. Subyek penelitian adalah peserta didik kelas VII H SMP Negeri 15 Surabaya tahun pelajaran 2012-2013 semester genap dengan jumlah peserta didik 38 orang. Data dalam penelitian ini berupa penilaian proses yang diperoleh dari peserta didik dalam beraktivitas dan penilaian pada akhir siklus. Kemudian, data dianalisis untuk memperoleh gambaran tentang berhasil tidaknya pembelajaran yang telah dilakukan. Hasil penelitian menunjukkan bahwa ada peningkatan kemampuan peserta didik menulis berbentuk prosedur setelah belajar menggunakan PowerPoint tanpa hyperlink pada siklus pertama dan PowerPoint dengan hyperlink pada siklus kedua. Indikasi peningkatan prestasi didasarkan pada perolehan nilai pada siklus pertama dan siklus kedua.The background issue of this study is the lack of understanding in procedure form writing grade VII at SMPN 15 Surabaya. Teachers are less accurate in choosing the learning strategies, consequently the ability of students to understand the material can not be optimally achieved.The purpose of this study to enhance the ability of students in procedure form writing using PowerPoint. The study was conducted in two cycles, with each cycle begins with plannin, action, observation, and reflection. Research subjects are 38 students of grade VII H SMPN 15 Surabaya second semester year of 2012-2013. Data in this study obtained from the evaluation process of students in activities and evaluation at the end of the cycle. The data is then analyzed to gain insight into the applicability of learning that has been successfully done. The results showed that there is an increase in the ability of students to understand procedure form writing grade VII H SMPN 15 Surabaya, used PowerPoint in first cycle, and PowerPoint interactive in second cycle.
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Nasution, Siti Aisyah, and Syamsi Aini. "Pengembangan Media Pembelajaran PowerPoint Interaktif Berbasis Inkuiri Terbimbing pada Materi Larutan Elektrolit dan Nonelektrolit Kelas X SMA/MA." Entalpi Pendidikan Kimia 2, no. 2 (2021): 76–84. http://dx.doi.org/10.24036/epk.v2i2.151.

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Electrolyte and nonelectrolyte solutions are one of the materials in SMA/MA class X chemistry. The materials of electrolyte and nonelectrolyte solutions can be understood well through their macroscopic, submicroscopic, and symbolic representations. This study aims to develop interactive PowerPoint learning media based on guided inquiry on electrolyte and nonelectrolyte solution material for class X SMA/MA which is in accordance with the characteristics of the material and the demands of the 2013 curriculum. (define, design, develop, and disseminate). This research is limited to the develop stage. Testing the validity and practicality of interactive PowerPoint learning media based on guided inquiry on electrolyte and nonelectrolyte solution material using an instrument in the form of a questionnaire. The subjects of the validity test of this interactive PowerPoint learning media were three chemistry department lecturers and two MAN chemistry teachers. The practicality test subjects of this interactive PowerPoint learning media were two MAN 5 chemistry teachers and twenty MAN 5 Mandailing Natal students. The data obtained from the questionnaire were processed using the kappa moment to obtain the k value of each validity and practicality test item. The interactive learning media of electrolyte and nonelectrolyte solutions produced in this study had a validity k value of 0.86 and practicality by teachers and students obtaining k values of 0.895 and 0.89, with very high criteria of validity and practicality. Larutan elektrolit dan nonelektrolit merupakan salah satu materi dalam kimia SMA/MA kelas X. Materi larutan elektrolit dan nonelektrolit dapat dimengerti dengan baik melalui representasi makroskopik, submikroskopik, dan simboliknya. Penelitian ini bertujuan untuk mengembangkan media pembelajaran PowerPoint interaktif berbasis inkuiri terbimbing pada materi larutan elektrolit dan nonelektrolit kelas X SMA/MA yang sesuai dengan karakteristik materi dan tuntutan kurikulum 2013. Penelitian yang dilakukan termasuk jenis penelitian pengembangan (research and development) dengan model 4-D (define, design, develop, dan disseminate). Penelitian ini dibatasi sampai tahap develop. Pengujian validitas dan praktikalitas media pembelajaran PowerPoint interaktif berbasis inkuiri terbimbing pada materi larutan elektrolit dan nonelektrolit menggunakan instrumen berupa angket. Subjek uji validitas media pembelajara PowerPoint interaktif ini adalah tiga orang dosen jurusan kimia dan dua orang guru kimia MAN. Subjek uji praktikalitas media pembelajaran PowerPoint interaktif ini adalah dua orang guru kimia MAN 5 dan dua puluh orang siswa MAN 5 Mandailing Natal. Data yang dihasilakan dari angket diolah memakai momen kappa untuk memperoleh nilai k setiap item uji validitas dan praktikalitas. Media pembelajaran interaktif larutan elektrolit dan nonelektrolit yang dihasilkan pada penelitian ini memiliki nilai k kevalidan 0,86 dan kepraktisan oleh guru dan siswa memperoleh nilai k 0.895 dan 0.89, dengan kriteria kevalidan dan kepraktisan sangat tinggi.
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Surachman, Eman. "WORKSHOP PEMANFAATAN MEDIA PEMBELAJARAN SEBAGAI UPAYA PENINGKATKAN EFEKTIFITAS PEMBELAJARAN SERTA PROFESIONALITAS PENDIDIK DI SMP NEGERI 194 JAKARTA." Sarwahita 13, no. 2 (2016): 111. http://dx.doi.org/10.21009/sarwahita.132.06.

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ABSTRAK Pengabdian in; bertujuan untuk memberikan pelatihan kepada para guru dalam meman.fatkan media pembelajaran, khususnya yang berbasis komputer. Pengabdian ini dilatarbelakangi oleh keprihatinan neneliti akan kurangnya pemanfaatan media pembelajaran berbasis komputer dalam menyampaikan materi pelajaran. Hal ini membuat pembelajaran terasa membosankan, terlebih setiap guru harus mampu memanfaatkan teknologi dalam pembelajaran sebegai implementasi kurikulum 2013. Pengabdian ini memfokuskan pada peman.faatan fitur Ms. Powerpoint sebagai fitur presentasi yang paling sederhana. Pelaksanaan kegiatan ini dilakukan di SMPN 194 Jakarta Timur dimana di sekolah ini masih ada beberapa guru yang masih belum memanfaatkan secara penuh penggunaan media pembelajaran berbantuan computer -etika menyampaikan materi di kelas.. Metode yang dilakukan dalam memecahkan masalah yang terjadi idalali dengan metode diskusi dialogis dengan guru dan pelatihan membuat media pembelajan dengan nenggunakanfiturpowerpoint Materi yang diberikan dalam diskusi ini antara lain mengenaipembelajaran ebagai sebuah sistem, pengertian media pembelajaran, langkahlangkah pembutan media pembelajaran .ian terakhir contoh media pembelajaran yang telah dibuat dengan menggunakan powerpoint. Setelah kjegiatan ini dilakukan maka didapatkan hasil diantaranya 1) meningkatnya pemahaman guru terhadap remafaatan media pembelajaran dengan menggunakan powerpoint dan 2) meningkatkan kompetensi guru Jalam menggunakan teknlogi informasi dalam proses pembelajaran. Kata Kunci: : Media Pembelajaran, Ms. Powerpoint
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Kurnia, Asri, and Nunuy Nurkaeti. "Peningkatan Hasil Belajar Melalui Penerapan Media Powerpoint Pada Tema Pertumbuhan Dan Perkembangan Makhluk Hidup." Educational Journal of Bhayangkara 1, no. 1 (2020): 11–19. http://dx.doi.org/10.31599/edukarya.v1i1.104.

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 Based on preliminary studies conducted at SDN Pengadilan 2 Kota Bogor that study with the curriculum 2013 includes aspects of the attitudes, knowledge, and still needs development and improvement of learning processes and outcomes. This study aims to improve the process and student learning outcomes through the application of PowerPoint media. This research method is a classroom action research that refers to the Kemmis and Taggart design with a sample of 26 third grade students of SDN Pengadilan 2 Bogor City. Preliminary data on student learning outcomes show that only 7.69% of students achieved the Minimum Mastery Criteria (KKM). The results showed an increase in the average learning process by 91.73% (cycle I) to 95.02% (cycle II) with very good interpretation. Improved learning process followed by an increase in learning outcomes includes an increase in the average spiritual attitude, social, knowledge, and skills with very good interpretation. It is shown that learning using PowerPoint media could improve the process and learning outcomes. 
 Keywords: Media Slides PowerPoint, Learning Outcomes, KKM. 
 
 Abstrak
 Berdasarkan studi pendahuluan yang dilakukan di SDN Pengadilan 2 Kota Bogor hasil belajar peserta didik dengan menggunakan kurikulum 2013 mencakup aspek sikap, pengetahuan, dan keterampilan masih membutuhkan pengembangan dan peningkatan proses dan hasil belajar. Penelitian ini bertujuan untuk memperbaiki proses dan hasil belajar peserta didik melalui penerapan media power point. Metode penelitian ini adalah penelitian tindakan kelas yang mengacu kepada desain Kemmis dan Taggart dengan sampel 26 orang peserta didik kelas III SDN Pengadilan 2 Kota Bogor. Data awal hasil belajar peserta didik menunjukkan hanya 7,69% peserta didik yang mencapai Kriteria Ketuntasan Minimal (KKM). Hasil penelitian menunjukkan peningkatan rata-rata proses pembelajaran sebesar 91,73% (siklus I) menjadi 95,02% (siklus II) dengan interpretasi sangat baik. Peningkatan proses belajar diikuti dengan adanya peningkatan hasil belajar mencakup peningkatan rata-rata sikap spiritual, social, pengetahuan, dan keterampilan dengan interpretasi sangat baik. Ini menunjukkan bahwa pembelajaran yang dilakukan dengan penggunaan media powerpoint dapat memperbaiki proses dan hasil belajar.
 Kata Kunci: Media PowerPoint, Hasil Belajar, dan KKM.
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Kholisho, Yosi Nur, Baiq Desi Dwi Arianti, Jamaluddin Jamaluddin, et al. "Pelatihan pembuatan dan editing video bagi guru SD untuk menghadapi Era Industri 4.0." ABSYARA: Jurnal Pengabdian Pada Masyarakat 2, no. 1 (2021): 119–27. http://dx.doi.org/10.29408/ab.v2i1.3586.

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The Industrial 4.0 Era encourages educators to be able to apply information technology in the learning process. One application of technology in the learning process is the use of learning videos. Especially during the current Covid 19 pandemic that applies online learning, videos can be an alternative source for learning. However, in reality, many teachers in Indonesia cannot make learning videos. Online learning is currently mostly only in the form of providing material from textbooks, discussions via WA, visiting students' homes to give assignments, and so on, so it is not optimal. Therefore, this training activity aims to train teachers in making learning videos so that teachers have other alternatives as a source of student learning. This activity is in the form of training in making and editing videos using the Bandicam application, Microsoft PowerPoint 2013, and the Kinemaster application. The results of this activity are participants/teachers for the Bandicam application with a 100% success rate, Microsoft PowerPoint 2013 100% success rate, Kinemaster the first stage success rate 70%, then the second stage 100%.
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Sutisna, Usman, and Mia Fitriah Elkarimah. "PENINGKATAN KETERAMPILAN GURU SEKOLAH DASAR DALAM PENAYANGAN VIDEO PADA MICROSOFT POWERPOINT DENGAN TEKNIK HYPERLINK." RANGKIANG: Jurnal Pengabdian Pada Masyarakat 2, no. 1 (2020): 28–31. http://dx.doi.org/10.22202/rangkiang.2020.v2i1.4055.

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In the DKI Jakarta area, in the 2019/2020 school year it is almost certain that all schools in the Ministry of Education and Culture and the DKI Jakarta Education Office have compiled the 2013 curriculum. How to understand this 2013 curriculum encourages teachers to improve their quality and professionalism as educators adjusted to the needs of the present . The thing that is highlighted the most is the ability of a teacher in information technology literacy that is good at accessing and using the technology itself. At the same time in Menteng Atas Elementary School 02 Morning, there are still not a few teachers who have not mastered specific information technology in order to make IT-based learning media, therefore related to the team from Unindra will help community service to help teachers in doing communication 2013 (kurtilas) one of them with the help of teachers in providing learning using video media in PowerPoint with hyperlink techniques. Hopefully with community service activities we can help in developing and improving the professionalism of teachers in the field of information technology.
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Dissertations / Theses on the topic "PowerPoint 2013"

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Silva, Carlos Manuel Seco da 1959. "A criação de jogos didáticos multidisciplinares, por projetos, usando o Powerpoint." Master's thesis, 2012. http://hdl.handle.net/10451/7002.

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Relatório da prática de ensino supervisionada, Ensino de Informática, Universidade de Lisboa, Instituto de Educação, 2012<br>Este relatório tem como objetivo descrever a minha intervenção na Escola Secundária de Sacavém, no âmbito da Prática do Ensino Supervisionado, integrado no Mestrado do Ensino da Informática da Universidade de Lisboa. Para além de apresentar as caraterizações da escola, turma e dos alunos, faço uma descrição de como as novas tecnologias estão integradas, hoje em dia, nas nossas escolas e da importância das metodologias colaborativas, aprendizagem por projetos e também do uso de jogos na sala de aula. Faço o enquadramento da minha intervenção no programa da disciplina, estabelecendo os objetivos, conteúdos e estratégias. Tirando partido da tecnologia e com a análise feita à caraterização dos alunos elaboro um cenário e um plano de trabalho para a realização da minha intervenção. Neste cenário recorro à construção de um jogo multidisciplinar, por equipas de trabalho usando metodologia por projetos. Será que a utilização de um jogo na aprendizagem trará melhores resultados para os alunos? Essa é uma questão crítica que pretendo tentar responder com este trabalho. Descrevo em pormenor a minha intervenção, recolho e analiso os dados, avalio os resultados, através da avaliação contínua e do trabalho realizado, bem como dos questionários respondidos. Termino com uma reflexão do tipo de professor que quero ser e da importância deste meu trabalho.<br>This report aims to describe my intervention in Secondary School of Sacavém, in the context of teaching practice, integrated into Masters of Supervised Teaching of Informatics of the University of Lisbon. In addition to presenting the characterizations of the school, class and students, do a description of how new technologies are integrated today in our schools and the importance of collaborative methodologies, learning projects and also the use of games in the classroom. Do the framing of my speech in discipline program, establishing the objectives, contents and strategies. Taking advantage of technology and the analysis to the characterization of the students, work out a scenario and a work plan for the realization of my speech. In this scenario I resort to building a multidisciplinary team game, using the methodology for projects. Does the use of a learning game will bring better results to students? This is a critical issue that I intend to try to answer with this work. Describe in detail, I collect and analyze data, I evaluate the results through continuous assessment and the work done as well as questionnaires. I will conclude with a reflection of the type of teacher that I want to be and the importance of my job.
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Books on the topic "PowerPoint 2013"

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Trigo Aranda, Vicente, 1955- author, ed. PowerPoint 2013. Anaya Multimedia, 2013.

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Corporation, Microsoft, ed. Microsoft PowerPoint 2013. John Wiley and Sons, Inc., 2014.

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Teach yourself visually PowerPoint 2013. John Wiley & Sons, 2013.

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xun, Zhi ling zi, ed. Gen wo xue PowerPoint 2013. Qi feng zi xun gu fen you xian gong si, 2013.

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New perspectives on microsoft powerpoint 2013. Cengage Learning, 2013.

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Comp, VL. Hướng dẫn tự học Microsoft PowerPoint 2013. Nhà xuất bản Từ Điển Bách Khoa, 2013.

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Su xiao! PowerPoint chao shi yong gong zuo shu: 2016/2013/2010/2007 shi yong. Qi biao ke ji gu fen you xian gong si, 2016.

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author, Enger Raymond E., Freund Steven M. author, Sebok Susan L. author, et al., eds. Microsoft Office 2013: Introductory. Cengage Learning, 2014.

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author, Freund Steven M., ed. Microsoft Office 2013: Essential. Cengage Learning, 2014.

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Office 2013 jiao xue fan ben. 2nd ed. Shang qi zi xun gu fen you xian gong si, 2015.

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Book chapters on the topic "PowerPoint 2013"

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Wilson, Kevin. "PowerPoint 2013." In Everyday Computing with Windows 8.1. Apress, 2014. http://dx.doi.org/10.1007/978-1-4842-0805-2_23.

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Wilson, Kevin. "Microsoft PowerPoint 2013." In Using Office 365. Apress, 2014. http://dx.doi.org/10.1007/978-1-4302-6686-0_4.

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Wilson, Kevin. "Microsoft PowerPoint 2013." In Using Microsoft Office 2013. Apress, 2014. http://dx.doi.org/10.1007/978-1-4302-6689-1_3.

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Wempen, Faithe. "Customizing PowerPoint." In Microsoft® PowerPoint® 2010 Bible. John Wiley & Sons, Inc., 2014. http://dx.doi.org/10.1002/9781118983959.ch24.

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Weverka, Peter. "Introducing PowerPoint." In Microsoft® PowerPoint® 2010 All-in-One for Dummies®. John Wiley & Sons, Inc., 2014. http://dx.doi.org/10.1002/9781118983904.ch1.

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Weverka, Peter. "Customizing PowerPoint." In Microsoft® PowerPoint® 2010 All-in-One for Dummies®. John Wiley & Sons, Inc., 2014. http://dx.doi.org/10.1002/9781118983904.ch25.

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Wempen, Faithe. "A First Look at PowerPoint." In Microsoft® PowerPoint® 2010 Bible. John Wiley & Sons, Inc., 2014. http://dx.doi.org/10.1002/9781118983959.ch1.

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Weverka, Peter. "PowerPoint Nuts and Bolts." In Microsoft® PowerPoint® 2010 All-in-One for Dummies®. John Wiley & Sons, Inc., 2014. http://dx.doi.org/10.1002/9781118983904.ch2.

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Jaros-Sturhahn, Anke, Konrad Schachtner, Edward Bernroider, Michael Burger, Robert Krimmer, and Nikolai Neumayer. "Erstellung von Präsentationsgrafiken mit PowerPoint." In Business Computing mit MS-Office 2003 und Internet. Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-642-17014-0_7.

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Hart-Davis, Guy. "Starting to Build a Presentation in PowerPoint." In Learn Office 2016 for Mac. Apress, 2016. http://dx.doi.org/10.1007/978-1-4842-2002-3_18.

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Conference papers on the topic "PowerPoint 2013"

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Lin, Li. "Analyzing the Role of PowerPoint in College English Learning." In 2013 Fifth International Conference on Computational and Information Sciences (ICCIS). IEEE, 2013. http://dx.doi.org/10.1109/iccis.2013.458.

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Yadav, K. Teja Priyanka, and Dr Shazi Shah Jabeen. "Role and Impact of Visual Communication in Microsoft PowerPoint Presentations." In 2nd Annual International Conference on Language, Literature and Linguistics (L3 2013). Global Science and Technology Forum Pte Ltd, 2013. http://dx.doi.org/10.5176/2251-3566_l313.122.

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Kernbach, Sebastian, and Sabrina Bresciani. "10 Years after Tufte's "Cognitive Style of PowerPoint": Synthesizing its Constraining Qualities." In 2013 17th International Conference on Information Visualisation. IEEE, 2013. http://dx.doi.org/10.1109/iv.2013.44.

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"Updating PowerPoint for the new Business Classroom." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4268.

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Aim/Purpose: To update a 2010 study that recommended “rules of thumb” for more effective use of PowerPoint in the post-secondary business classroom. The current study expanded the focus to include the business classroom in India as well as the US and examined possible shifts in student perception of the utility of PowerPoint among Generations Y and Z. Background: The study examined students’ perception of the learning utility of PowerPoint in post-secondary business classrooms in the US and India and the relationship of the use of PowerPoint to course ratings. Methodology: Surveys were distributed in post-secondary business classrooms in India and the US in 2018 and early 2019, resulting in 92 completions from India and 127 from the US. Separately 50 student course evaluations from the same US college were compared to the use of slides as well as to their conformance to the “rules of thumb” for effectiveness established earlier and other measures of quality. Contribution: These results show how PowerPoint is viewed by post-secondary business students in India and the US and its perceived utility as a learning tool for Generations Y and Z. Findings: Most post-secondary business students (80%) found PowerPoint an effective learning tool, but only 21% of the business classes examined used it. US students were more positive than Indian ones, who were more likely to say PowerPoint is overused. There was no difference in student course evaluations between those that had slides and those that did not. However, most of the slide decks examined did not follow the “rules of thumb,” exhibiting a much greater number of words per slide. Generations Y and Z gave high ratings to slides that incorporated audiovisuals, mixed media, and special effects and said they learned more when they were the ones who created the slides. However, most students did not rate themselves as competent in creation of PowerPoint slides. Recommendations for Practitioners: (1) Faculty should consider students’ positive reception of PowerPoint, their preference for adaptive, interactive learning that builds on strong multimedia elements while creating instructional materials. (2) Faculty should receive prescriptive design instruction for incorporating PowerPoint best practices to cut back on their self-reported high time spent on slide creation and student-reported low technical competency in faculty instruction. (3) Publishers should concentrate on slide design and innovativeness along with content coverage to serve faculty needs. (4) Business curricula should take into account generational as well as cultural differences in learning preferences. (5) To address the students’ conflation of personal social media prowess with superior technology or communication skills in the professional context, Business curricula should incorporate learning outcomes related to professional use of technology tools such as PowerPoint. Recommendations for Researchers: There is still utility in old-fashioned paper questionnaires to assess what impacts student learning. There is also merit in comparing student course evaluations with various in-classroom treatments. Impact on Society: PowerPoint may be underused in the post-secondary business classroom, but this paper raises questions about the value of unedited use of the very dense slides provided by publishers as effective learning tools in the post-secondary business classroom. Future Research: Future research can be focused on the use of PowerPoint slides in the business classroom in other countries and cultures, as only the US and India were examined. Further examination needs to be made of the relationship between extensive and unedited use of publisher-provided slides and the reporting of the staggering statistics that most students are not now buying textbooks. Finally, this study did not touch on gender or socio-economic differences in the student demographics, which might open further avenues for investigation.
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Semradova, Ilona. "Multimedia utilization of PowerPoint presentations." In 2016 Management and Innovation Technology International Conference (MITicon). IEEE, 2016. http://dx.doi.org/10.1109/miticon.2016.8025250.

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"PowerPoint Presentations Help Achieve Educational Objectives." In Dec. 4-6, 2017 London (UK). HEAIG, 2017. http://dx.doi.org/10.15242/heaig.h1217454.

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Spernjak, A. "Usefulness of Prezi and PowerPoint presentation." In 2014 37th International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO). IEEE, 2014. http://dx.doi.org/10.1109/mipro.2014.6859667.

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Gunawan, Fergyanto E., Benfano Soewito, and Nobumasa Sekishita. "Students’ Fixation on Tables in PowerPoint Slides." In 2019 IEEE International Conference on Engineering, Technology and Education (TALE). IEEE, 2019. http://dx.doi.org/10.1109/tale48000.2019.9225882.

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Zhang Hao-ran, Huang Liu-sheng, Ye Yun, and Meng Peng. "A new steganography method via combination in PowerPoint files." In 2010 International Conference on Computer Application and System Modeling (ICCASM 2010). IEEE, 2010. http://dx.doi.org/10.1109/iccasm.2010.5620056.

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Xiang, Jianming, Zhangbing Zhou, Cong Liu, and Qun Wang. "Spatial Objects Indexing and Retrieval for Mobile PowerPoint." In 2014 Tenth International Conference on Semantics, Knowledge and Grids (SKG). IEEE, 2014. http://dx.doi.org/10.1109/skg.2014.11.

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