Designing for memory : effective graphic design practices for digital slide presentations

Abstract

The following study developed from concerns that many students have difficulty creating clear, effective presentations. Lack of clarity, particularly in the visual communication of the information in presentations, is a problem for the audience because it can lead to poor understanding of the topic. This study's guiding assumption was that basic knowledge of good graphic design practices could help students create better slides for digital slide presentations. The audiences, in turn, would have a stronger retention of the content. This study involved a combination of both quantitative and qualitative research methods. In October 2004, 71 grade 10 media arts students in two schools were shown a digital slide presentation titled "The Internet as an Interactive Environment". The presentation contained digital slides which were created using a variety of graphic design practices, some good and some poor. The participants were then given a multiple-choice test on the content. Later, all participants were surveyed as to how they felt each slide was effective for helping them remember the information presented for the test. As well, three identified students with ADD were chosen to participate in an interview including specific questions related to their retention of the digital slide presentation material. Results from this study indicated that accepted theories of good graphic design for presentations were not necessarily supported. Although a few theories were upheld, the majority of the participants preferred slides that were designed in an opposite mode from common beliefs about good graphic design practices. The students' test scores, survey ratings, survey comments, and interview answers supported their preferences.