COGNITIVE LOAD THEORY APPLICATION IN POWERPOINT PRESENTATIONS: AN EVALUATION FRAMEWORK FROM TEACHERS’ AND LEARNERS’ PERSPECTIVES.
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| Title: | COGNITIVE LOAD THEORY APPLICATION IN POWERPOINT PRESENTATIONS: AN EVALUATION FRAMEWORK FROM TEACHERS’ AND LEARNERS’ PERSPECTIVES. |
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| Authors: | Kherfane, Nour el houda1 n.kherfane@ens-lagh.dz, Belferd, Lamia1, Boumezrag, Maria Bey1 |
| Source: | Journal of Educators Online. May2026, Vol. 23 Issue 2, p1-13. 13p. |
| Subject Terms: | *Cognitive load, *English teachers, *Lectures & lecturing, *Teaching methods, *Universities & colleges, *Higher education, Quantitative research |
| Reviews & Products: | Microsoft PowerPoint (Computer software) |
| Abstract: | Given the predominant use of PowerPoint presentations in higher education, which has increased significantly since the 2019 pandemic, the present study seeks to investigate the extent to which EFL (English as a Foreign Language) educators incorporate Cognitive Load Theory (CLT) into their PowerPoint presentations. Following a quantitative approach, the study employed an evaluative grid targeting a sample of teachers (n = 24) and students (n = 57) from various Algerian universities. Demonstrating high reliability (Cronbach’s alpha, α = 0.813), the research instrument allowed the measurement of the frequency with which 16 CLT-informed techniques were applied in the design of PowerPoint slides. These techniques were divided into three groups: general design techniques, content design techniques, and content display techniques. The gathered data were analysed using descriptive analysis and independent sample t-test analysis. The findings revealed that, of the 16 investigated CLT techniques, teachers considered only five techniques in the design of their slides (two general design techniques and three content display techniques), highlighting a limited application of CLT principles in PowerPoint presentations. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Educators Online is the property of Journal of Educators Online and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 195131844 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: COGNITIVE LOAD THEORY APPLICATION IN POWERPOINT PRESENTATIONS: AN EVALUATION FRAMEWORK FROM TEACHERS’ AND LEARNERS’ PERSPECTIVES. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Kherfane%2C+Nour+el+houda%22">Kherfane, Nour el houda</searchLink><relatesTo>1</relatesTo><i> n.kherfane@ens-lagh.dz</i><br /><searchLink fieldCode="AR" term="%22Belferd%2C+Lamia%22">Belferd, Lamia</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Boumezrag%2C+Maria+Bey%22">Boumezrag, Maria Bey</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Educators+Online%22">Journal of Educators Online</searchLink>. May2026, Vol. 23 Issue 2, p1-13. 13p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Cognitive+load%22">Cognitive load</searchLink><br />*<searchLink fieldCode="DE" term="%22English+teachers%22">English teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Lectures+%26+lecturing%22">Lectures & lecturing</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Universities+%26+colleges%22">Universities & colleges</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Quantitative+research%22">Quantitative research</searchLink> – Name: SubjectProduct Label: Reviews & Products Group: Su Data: <searchLink fieldCode="PS" term="%22Microsoft+PowerPoint+%28Computer+software%29%22">Microsoft PowerPoint (Computer software)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Given the predominant use of PowerPoint presentations in higher education, which has increased significantly since the 2019 pandemic, the present study seeks to investigate the extent to which EFL (English as a Foreign Language) educators incorporate Cognitive Load Theory (CLT) into their PowerPoint presentations. Following a quantitative approach, the study employed an evaluative grid targeting a sample of teachers (n = 24) and students (n = 57) from various Algerian universities. Demonstrating high reliability (Cronbach’s alpha, α = 0.813), the research instrument allowed the measurement of the frequency with which 16 CLT-informed techniques were applied in the design of PowerPoint slides. These techniques were divided into three groups: general design techniques, content design techniques, and content display techniques. The gathered data were analysed using descriptive analysis and independent sample t-test analysis. The findings revealed that, of the 16 investigated CLT techniques, teachers considered only five techniques in the design of their slides (two general design techniques and three content display techniques), highlighting a limited application of CLT principles in PowerPoint presentations. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Educators Online is the property of Journal of Educators Online and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=195131844 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 1 Subjects: – SubjectFull: Cognitive load Type: general – SubjectFull: English teachers Type: general – SubjectFull: Lectures & lecturing Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Universities & colleges Type: general – SubjectFull: Higher education Type: general – SubjectFull: Quantitative research Type: general – SubjectFull: Microsoft PowerPoint (Computer software) Type: general Titles: – TitleFull: COGNITIVE LOAD THEORY APPLICATION IN POWERPOINT PRESENTATIONS: AN EVALUATION FRAMEWORK FROM TEACHERS’ AND LEARNERS’ PERSPECTIVES. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Kherfane, Nour el houda – PersonEntity: Name: NameFull: Belferd, Lamia – PersonEntity: Name: NameFull: Boumezrag, Maria Bey IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 1547500X Numbering: – Type: volume Value: 23 – Type: issue Value: 2 Titles: – TitleFull: Journal of Educators Online Type: main |
| ResultId | 1 |
