PowerPoints are among the most commonly used, yet infrequently investigated, classroom assignments. This study examines the features of PowerPoints that students produce based on multiple resources and associates these features with the quality of students’ oral presentations and information use behaviors during PowerPoint production. The MD-TRACE Model (Rouet & Britt, 2011) and Mayer’s SOI framework (1996) were used as guiding frameworks in this study. Confirming results from prior work, students were found to most frequently select resources based on their non-epistemic source features (e.g., length, information readability). Additionally, students were found to include a variety of organizational features (e.g., descriptive titles, topographical indicators, like bullets) on their slides. However, students’ inclusion of such organizational features negatively predicted the number of elaborated, added, and audience-directed idea units included in their oral presentations. Conversely, students’ purposeful exclusion of resources from their PowerPoints positively predicted elaborations during oral presentation delivery, suggesting complex patterns in the relation between multiple resource use and the quality of students’ PowerPoint presentations. Qualitative analysis of extreme cases was used to further explore patterns in students’ PowerPoint production.

中文翻译：

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使用 PowerPoint 评估学生从多种资源中学习的情况

PowerPoint 是最常用但很少被研究的课堂作业之一。本研究考察了学生基于多种资源制作的 PowerPoint 的特征，并将这些特征与学生口头演示的质量和 PowerPoint 制作过程中的信息使用行为联系起来。MD-TRACE 模型（Rouet & Britt，2011）和 Mayer 的 SOI 框架（1996）被用作本研究的指导框架。确认之前工作的结果，发现学生最常根据其非认知源特征（例如长度、信息可读性）来选择资源。此外，学生们还发现他们的幻灯片上包含了各种组织特征（例如描述性标题、地形指示符，如项目符号）。然而，学生对此类组织特征的纳入会对他们的口头演讲中包含的详细阐述、添加和受众导向的想法单元的数量产生负面影响。相反，学生有目的地从 PowerPoint 中排除资源，可以积极预测口头演示期间的详细阐述，这表明多种资源使用与学生 PowerPoint 演示质量之间关系的复杂模式。通过对极端案例的定性分析，进一步探索学生 PowerPoint 制作的模式。