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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| Language: | English |
| Authors: | Nour el houda Kherfane, Lamia Belferd, Maria Bey Boumezrag |
| Source: | Journal of Educators Online. 2026 23(2). |
| Availability: | Journal of Educators Online. Grand Canyon University, 23300 West Camelback Road, Phoenix, AZ 85017. e-mail: CIRT@gcu.edu. Web site: https://www.thejeo.com |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Cognitive Processes, Difficulty Level, Computer Software, Teacher Attitudes, Student Attitudes, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Design, Epistemology, College Students, College Faculty, Universities, Material Development, Instructional Materials |
| Geographic Terms: | Algeria |
| ISSN: | 1547-500X |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 20260101 |
| Accession Number: | EJ1516597 |
| Database: | ERIC |
| 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. |
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| ISSN: | 1547-500X |
