Differences in Instructor, Presenter, and Audience Ratings of PechaKucha and Traditional Student Presentations

Autor/inn/en	Warmuth, Kelly A.; Caple, Alexandria H.
Titel	Differences in Instructor, Presenter, and Audience Ratings of PechaKucha and Traditional Student Presentations
Quelle	In: Teaching of Psychology, 49 (2022) 3, S.224-235 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Warmuth, Kelly A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/00986283211006389
Schlagwörter	Teaching Methods; Outcomes of Education; Computer Software; Instructional Effectiveness; Comparative Analysis; Time Management; Student Attitudes; Audiences; Retention (Psychology); Creativity; Educational Benefits; COVID-19; Pandemics; Distance Education; Scoring Rubrics; Visual Aids; Teacher Attitudes; College Faculty; Undergraduate Students + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Unterrichtserfolg; Zeitmanagement; Schülerverhalten; Spectator; Zuschauer; Merkfähigkeit; Kreativität; Bildungsertrag; Distance study; Distance learning; Fernunterricht; Scoring formulas; Auswertungsbogen; Anschauungsmaterial; Lehrerverhalten; Fakultät
Abstract	Background: Recent evidence suggests PechaKucha--a presentation style utilizing simplified visuals, narration, and rigid time constraints--may promote various learning outcomes and instructor goals better than traditional PowerPoint presentations. Objective: The purpose of this study was to test the effectiveness of students' PechaKucha compared to traditional presentations from multiple perspectives (instructor, presenter, and audience member) using a between-subjects design. Method: Instructors rated students' PechaKucha (n = 48) or traditional presentations (n = 25), and students completed surveys on their experiences as presenters and audience members, as well as their immediate and delayed retention. Results: PechaKucha required significantly less class time, and received higher instructor ratings of appearance, creativity, and overall presentation quality. PechaKucha presenters displayed higher immediate retention of content from their own presentations than did presenters of traditional presentations, but there were no differences in delayed retention or presenter learning outcomes. PechaKucha audience members reported better understanding, as well as higher delayed retention. PechaKucha benefits were shown even when presentations were conducted remotely due to COVID-19. Conclusion: These findings further point to the utility of PechaKucha for promoting student learning outcomes and instructor goals from multiple perspectives. Teaching Implications: Instructors should consider assigning PechaKucha instead of traditional presentations. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01