Improving retention of information from teaching slides

Christine Wolfe, Michael Alley, Kate C. Sheridan

Research output: Chapter in Book/Report/Conference proceedingConference contribution

2 Scopus citations


The purpose of this study was to test a new slide design in a computer science course. Slides in the new design have a sentence headline supported by visual evidence, as opposed to the traditional design of a phrase headline supported by a bulleted list and sometimes an image. Identical content was presented to two sections of students. Each group viewed three presentations. For the first two topics, one section was taught with sentence/visual slides and the other with phrase/bullets slides. The last presentation was a control; both sections viewed traditional slides. To test how much information was transferred and retained by the two sets of students, identical closed-book quizzes were administered at the end of each teaching session. Students who viewed slides in the new design performed better on the quizzes than students who viewed traditional slides. Educators should consider adopting this new design for their slides.

Original languageEnglish (US)
Title of host publication36th ASEE/IEEE Frontiers in Education Conference, FIE
StatePublished - Dec 1 2006
Event36th ASEE/IEEE Frontiers in Education Conference, FIE - San Diego, CA, United States
Duration: Oct 28 2006Oct 31 2006

Publication series

NameProceedings - Frontiers in Education Conference, FIE
ISSN (Print)1539-4565


Other36th ASEE/IEEE Frontiers in Education Conference, FIE
Country/TerritoryUnited States
CitySan Diego, CA

All Science Journal Classification (ASJC) codes

  • Software
  • Education
  • Computer Science Applications


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