Comparison of PechaKucha and traditional PowerPoint presentations in nursing education: A randomized controlled study

Replacing additional reading with recorded PechaKucha presentations

“…The instructor requested that the additional reading for periodontology classes be adapted into PechaKucha presentations, which consist of a 20‐slide presentation with a length of 20 s per slide, creating adjusted and focused presentation that lasts 6 min and 40 s. This type of presentation is known worldwide, and it ensures an efficient summarization of information and visual attractiveness that have been proven in higher education, 2 especially for topics that are not too complex 3 . This method of presenting increases enjoyment, creativity and presentation skills, 4 which benefit both the presenter and the audience.…”

Differences in Instructor, Presenter, and Audience Ratings of PechaKucha and Traditional Student Presentations

“…For example, Klentzin et al (2010) found no differences in immediate retention for audience members after viewing live PechaKucha or traditional presentations by librarian instructors. In a randomized controlled trial of nursing students, Bakcek et al (2020) found no differences in immediate retention of those who learned content from an instructor’s PechaKucha or traditional presentation.…”

“…When used effectively, PowerPoint can be a powerful presentation tool that allows presenters to simultaneously present visual and auditory information to facilitate learning (Gries & Brooke, 2010; Mayer, 2011). Moreover, when done well, student PowerPoint presentations can be an excellent learning tool that may help to promote various learning outcomes, like written and oral communication, collaboration, creativity, and content knowledge (Bakcek et al, 2020; Baskara, 2015; Dredger & Beach, 2016; Oliver & Kowalczyk, 2013; Tomsett & Shaw, 2014). However, these presentations are often plagued by some common pitfalls which detract from their overall effectiveness and may in fact hinder learning (Beyer, 2011; Cerbin, 2018; Harman, 2010; Holstead, 2015; Johnson, 2012).…”

“…Presenter and audience enjoyment may also be another important goal for instructors, with some evidence suggesting PechaKucha may once again have an advantage. Although students may report liking the familiarity of traditional presentations (Beyer, 2011), student presenters often report enjoying their PechaKucha presentations (Baskara, 2015; Christianson & Payne, 2011; McDonald & Derby, 2015), they recommend using PechaKucha in the future (Anderson & Williams, 2012), and rate it significantly higher on student satisfaction (Bakcek et al, 2020; Johnson & Christensen, 2011; Levin & Peterson, 2013; Ramos-Rincón et al, 2018). Audience members also tended to rate PechaKucha positively, with students reporting that they actually enjoyed the presentations they viewed and demonstrated this with heightened attention, intent listening, and participation (Anderson & Williams, 2012; Johnson, 2012; McDonald & Derby, 2015; Murugaiah, 2016; Tomsett & Shaw, 2014).…”

“…Conversely, simplified visuals combined with narration in PechaKucha may reduce cognitive load and thus, facilitate audience members’ learning of presentation material (Beyer et al, 2012; Klemm, 2007; Murugaiah, 2016). Despite the shorter time frame of PechaKucha, some evidence suggests this does not significantly impact student learning outcomes (Bakcek et al, 2020; Beyer et al, 2012; Klentzin et al, 2010) and that memory may work better when information is delivered in shorter segments (Klemm, 2007). For example, Klentzin et al (2010) found no differences in immediate retention for audience members after viewing live PechaKucha or traditional presentations by librarian instructors.…”