Comparing students’ evaluations and recall for Student Pecha Kucha and PowerPoint Presentations

Main Article Content

Alisa A Beyer
Catherine Gaze
Julia Lazicki


Two experiments compared student reaction to and memory of peer presentations using either a fast-paced, images only format (Pecha Kucha) or a traditional PowerPoint presentation. In experiment 1, students saw a prerecorded 5-minute PowerPoint, 10-minute PowerPoint, or 5-minute Pecha Kucha presentation. Students rated the presentation and wrote down main points. One week later students completed an on-line survey. There were no recall differences, but a visual purpose rating was higher for Pecha Kucha. In experiment 2, students watched two presentations (10-minute PowerPoint and 5-minute Pecha Kucha) in a counterbalanced within-subjects design (same procedures used). Although students rated the Pecha Kucha presentation more positively, there were no recall differences. Results suggest Pecha Kucha is a useful student presentation style that maintains similar levels of retention.


Download data is not yet available.

Article Details

How to Cite
Beyer, A. A., Gaze, C., & Lazicki, J. (2013). Comparing students’ evaluations and recall for Student Pecha Kucha and PowerPoint Presentations. Journal of Teaching and Learning With Technology, 1(2), 26–42. Retrieved from
Author Biographies

Alisa A Beyer, Dominican University

Psychology Department

Assistant Professor

Catherine Gaze, Elmhurst College

Psychology Department

Assistant professor

Julia Lazicki, Dominican University

student research assistant


Adesope, O.O., & Nesbit, J.C. (2012). Verbal redundancy in multimedia learning environments: A meta-analysis. Journal of Educational Psychology, 104(1), 250-263. Doi:10.1037/a—26147.

Beyer, A.M., & Earle, M. (2009). Pecha Kucha presentations as an exam review activity. Poster presented at International Society for Scholarship of Teaching and Learning meeting, Bloomington, IN (October, 2009).

Beyer, A.M. (2011). Improving student presentations: Pecha Kucha and just plain PowerPoint. Teaching of Psychology, 38 (2), 122-126. doi: 10.1177/0098628311401588

Dunn, D., McCarthy, M., Baker, S., Halonen, J., & Hill, G.W. (2007). Quality benchmarks of an undergraduate psychology program. American Psychologist, 62(7), 650-670. doi: 10.1037/0003066X.62.7.650

Eves, R.L., & Davis, L.E. (2008). Death by PowerPoint? Journal of College Science Teaching, 37(5), 8-9. Retrieve from:

Falchikov, N., & Goldfinch, J. (2000). Student peer assessment in higher education: A metaanalysis comparing peer and teacher marks. Review of Educational Research, 70(3), 287.

Glendall, J. (2007, December). 20 presentations. 20 slides. 20 seconds. Architecture, 66-69. Retrieved from

Halonen, J.S., Appleby, D.C., Brewer, C.L., Buskist, W., Gillem, A.R., Halpern, D.F., et al. (APA Task Force on Undergraduate Major Competencies). (2002). Undergraduate psychology major learning goals and outcomes: A report. Washington, DC: American Psychological Association.

Klein Dytham architecture. (n.d.). Pecha Kucha night. Retrieved August 4, 2011from

Klentzin, J.C., Paladino, E.B., Johnson, B., & Devine, C. (2009). Pecha Kucha: Using “lightning talk” in university instruction. Computers & Education, 35(3), 175-187. DOI: 10.1016/S03601315(00)00030-0.

Mayer, R.E. & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38, 43-52. DOI : 10.1207/S15326985EP3801_6

Mayer, R. E., Moreno, R., Boire M., & Vagge S. (1999). Maximizing constructivist learning from multimedia communications by minimizing cognitive load. Journal of Educational Psychology , 91, 638-643. DOI: 10.1037/0022-0663.91.4.638

Paradi, D. (2003, September). Communicating Using Technology. Retrieved from

Patri, M. (2002). The influence of peer feedback on self and peer-assessment of oral skills. Language Testing, 19(2), 109-131. DOI:10.1191/0265532202lt224oa

Pink, D. (2007, August 21). Pecha Kucha: Get to the PowerPoint in 20 slides and then sit the hell down. Wired Magazine, 15(9). Retrieved August 4, 201 from

Savoy, A., Proctor, R.W., & Salvendy, G. (2009). Information retention from PowerPoint and traditional lectures. Computers & Education, 52, 858-867. doi: 10.1016/j.compedu.2008.12.005

Slamecka, N.J., & Graf, P. (1978). The generation effect: Delineation of a phenomenon. . Journal of Experimental Psychology: Human Learning and Memory, 4(6), 592-604. doi: 10.1037/0278-7393.4.6.592

Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4, 295-312.

Wecker, C. (2012). Slide presentations as speech suppressors: When and why learners miss oral information. Computers & Education, 59, 260-273. doi: 10.1016/j.compedu.2012.01.013