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.

中文翻译：

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PechaKucha和传统学生演示的讲师，演示者和听众评分的差异

背景：

最近的证据表明，PechaKucha是一种使用简化的视觉效果，叙述和严格的时间限制的演示方式，比传统的PowerPoint演示可以更好地促进各种学习成果和教师目标。

客观的：

这项研究的目的是使用受试者之间的设计，从多个角度（教师，演讲者和听众）来测试学生的PechaKucha与传统演讲相比的有效性。

方法：

讲师对学生的PechaKucha（n = 48）或传统演讲（n = 25）进行了评分，学生完成了关于主持人和听众的经历以及他们的立即和延迟保留的调查。

结果：

PechaKucha需要的课堂时间大大减少，并且在外观，创造力和整体演示质量上得到了较高的指导老师评分。与传统演示者相比，PechaKucha演示者显示出自己的演示内容具有更高的即时保留率，但是延迟保留或演示者学习成果方面没有差异。PechaKucha的听众报告说他们有更好的理解力，并且延迟保留率更高。即使由于COVID-19进行了远程演示，也显示了PechaKucha的好处。

结论：

这些发现进一步指出了PechaKucha从多个角度促进学生学习成果和教师目标的效用。

教学意义：

教师应该考虑分配PechaKucha，而不是传统的演示文稿。