Teaching via multimedia has attracted the attention of educators around the globe. The purpose of this study was to investigate the effect of power point and activity power point on teaching sciences. This was an experimental pre post-test design with control group.  Population was all 5th grade science classes in Hamedan which were equipped with data projectors. Three classes from schools were randomly selected for 2 experimental and a control groups. ANOVA was utilized to analyze the data. Findings showed that there is a significant difference between the mean scores of experimental group A, B, and C. Based on the findings activity based power point has the most influence on learning of sciences.

Many discussions are available about the benefits and drawbacks of PowerPoint software in literature, however, there is no comprehensive research about the optimum percentage of time of the classes for teaching with this software. This paper represents the best methods and percentages of utilizing PowerPoint software in classes. For this purpose, eight different classes of a university course were chosen, and each two classes were taught with a specific training method. In other words, four teaching methods containing four different amounts of times used for teaching with PowerPoint presentations were selected. This experimental study took four semesters. The percentages of times used for teaching with PowerPoint software were 0%, 25%, 40% and 100% respectively. The statistical analyses on coefficient errors indicate that the suitable percentages of teaching with PowerPoint are from 37% to 52% of class time.

Relying on ethnographic data from two consulting engagements, we find that strategists use three visual mechanisms (depiction, juxtaposition, and salience) to create PowerPoint slides. These visual mechanisms prompt meaning-making through the conversations they stimulate, creating strategic visibility. As participants react to visuals, they enact revised interpretations of the strategy, reflecting strategic resonance. Based on the interactions among these three subprocesses (visual mechanisms, strategic visibility, and strategic resonance), we develop a process model for how visuals influence meaning making in strategy engagements. We contribute to existing strategy practice and process studies by explaining how visuals help broker divergent interpretations of a strategy and give rise to new understandings, especially when issues are politically sensitive or analytically complex. Managerial Summary: The purpose of this study is to understand how strategists use visual information (specifically in PowerPoint slides), and its effects on the strategy process. We find that strategy conversations are influenced by the techniques strategists use to create slides, which in turn shape the kinds of follow-up actions taken. The implications are that: (a) PowerPoint slides can be designed to help tackle complex issues, for instance, when participants have divergent opinions or in politically sensitive situations, and (b) those who craft and edit PowerPoint slides strongly influence the direction of the strategy. The skillful use of PowerPoint is therefore crucial in allowing managers to shape the nature and speed of strategy engagements.

It's been more than 10 years since the founding of Perez. Perez is a software used to produce and deliver educational content. Proper use of visual and spatial attractions, animation structure and high ability to categorize content are the obvious advantages of this software. The major disadvantage of the software at present is the inability to directly type in Persian content within the software. Some of the more credible evidences of software offerings have been over conventional PowerPoint presentations as well as lectures. The learners considered the prize learners to be more effective and better structured, and believed that the use of visual gravity would help them transfer concepts better. Therefore, it is desirable that teachers pay more attention to using this software than ever before to improve the quality of teaching. The move has been initiated by some professors at Mashhad University of Medical Sciences for some time and the feedback indicates a higher degree of satisfaction among learners. However, different aspects of using this software need to be investigated by careful research.

An extensive body of literature exists on the student’ s attitude about using power point presentation and the data refers to the importance of a standard power point presentation usage. The present study was based on evaluating the quality of power point presentations used during teaching in Babul Dental School. This cross-sectional study was performed on all faculty members at Babul Dental School. The Forty six percent of participants were male and 54% were female. In addition, the mean age of members was 37. 94 ± 7. 56 with 2 months to 20 years academic experienced. Then a checklist was designed according to the guidelines of a standard power point presentation and it was filled out by researchers while reviewing each power point files used during teaching. Furthermore, descriptive statistics such as mean, standard deviation, percent and count the items in each index was used for central Index. The quality of power point presentations according to age, gender and years of teaching were also analyzed by nonparametric tests (Mann-Whitney). The data demonstrated P < 0. 05 as significant; whereas regarding to quantitative questions, mean score was 12. 13 ± 2. 76 and there were no significant different according to gender and years of teaching (p>0. 05). Regarding to qualitative questions, 48% of participants used one kind of animation which reflected a significant relationship with years of teaching (p<0. 05). According to the results, it indicated the quality of power point presentations utilized by study's population was relatively desirable, moreover, it was suggested to hold power point presentation workshops to improve the ability of academic members in preparing perfect power point presentations.

Introduction: The appropriate design of educational content in PowerPoint format is one of the important dimensions for promoting the quality of the teaching-learning process. This study endeavored to determine the technical and educational principles of slide design in PowerPoint as the common tool for presenting content in medical education. Methods: This qualitative study includes two stages: Systematic search and Delphi technique. In the first stage, a search was made in internal and external databases with relevant keywords to obtain the educational and technical principles available in the sources, and the findings were collected, categorized, and analyzed in a questionnaire to conduct Delphi. In the second stage, with the Delphi method throughout the two rounds, the educational and technical principles of slide design in PowerPoint were determined by experts and students in the fields of medical education, health education and health promotion, educational technology, e-learning, intelligence education, educational management and computer science. Results: In the first stage, the result of search in internal and external sources with related keywords was 974 studies, after the initial review and removing redundancies or unrelated items based on the inclusion criteria, 60 studies were examined and finally 29 studies were included in the research. The questionnaire of the first round of Delphi had 49 items, which were modified based on the opinions of 18 experts, including 13 professors and five students. The result of the second round of Delphi was a list of 47 items regarding technical features (22 items) and educational principles of slides, including the nature and types of slides (9 items), content design strategies(9 items), and presentation strategies (7 items). Conclusion: Achieving technical and educational standards could be used as a tool to evaluate the quality and quantity of educational content, and considering these principles in designing PowerPoint slides by educators could be a step towards improving the quality of teaching-learning processes.

Bismuth vanadate is one of the most widely used semiconductors for photoelectrochemical water splitting using sunlight due to its activity in the presence of visible light, stability, and cost-effectiveness. In addition to having a suitable band gap, this semiconductor has disadvantages such as high electron-hole recombination. In this research, with the aim of reducing electron-hole recombination and increasing the efficiency of bismuth vanadate photoelectrodes, templated mesoporous titanium dioxide prepared by P123, F127, and Brij 58 copolymers were used. The effect of three and two-block copolymers on the properties of prepared mesoporous synthesized titanium dioxide and their effect on the bismuth vanadate photoelectrode was investigated by FE-SEM, XRD, UV-vis, and BET analyses. These copolymers changed the porosity by creating cavities of different sizes, resulting in different loads of bismuth vanadate on titanium dioxide. To evaluate the photoelectrochemical results, LSV and electrochemical impedance spectroscopy were performed on the photoelectrodes. Absorption in the visible region showed an increase in current at a potential of 1.23V vs RHE and a low charge transfer resistance in Meso TiO2 / BiVO4 samples. The results showed that the templated mesoporous titanium dioxide increases the activity of bismuth vanadate up to 2.5 times.

Introduction: Divergent results are reported from studies on PowerPoint exploitation in teaching. With regard to the existing conflicts, this study was conducted to investigate nursing and midwifery students' experiences and views concerning using PowerPoint by lecturers.Methods: This qualitative study was performed using six individual interviews and two sessions of group discussion with the participation of 12 students in Kashan University of Medical Sciences. In each session, students described their experiences and views about the way teachers used PowerPoint and its impact on their learning. The interviews and discussions were recorded and transcribed, then analyzed using content analysis method.Results: Two main categories emerged from data including "the nature of PowerPoint" and "PowerPoint application culture". The second category encompassed subcategories of "correct application", "incorrect application", and "consequences of incorrect application". Participants recognized PowerPoint as an educational instrument which could be used properly or improperly. Based on their viewpoints, "correct application" embraces purposeful usage of PowerPoint, integrated with other teaching methods which can lead to deep understanding of teaching content. In contrast, "incorrect application" entails rapidity in presentation, slide overuse and illustration of slides with improper structure and content, without considering students' learning. This method causes tiredness and distraction as well as inattention to lesson and lack of time for deliberation in students, and reduces their interaction with teacher.Conclusion: Although proper and accurate application of PowerPoint may prove helpful in having attractive teaching and improving learning, its overuse and improper use by teachers causes the decrease in student's interaction with the teacher and consequently leads to student's aversion with this educational instrument.

Introduction: PowerPoint TM software is the major component present in the lecture halls, conference rooms and classrooms. Many studies have been done about PowerPoint in classrooms. Given the conflicting results of studies, this study has examined the attitudes of students about the role of PowerPoint in their learning.Methods: This cross-sectional study was conducted on 196 students of Shahid Sadoughi University of Medical Sciences. Data was collected using a questionnaire and analyzed using Mann- Witney, Kruskal- Wallise test and Spearman correlation tests. Results: Of all students, %81.6 found written summaries of PowerPoint slides useful. Also %53.6 of all students tended to provide slides both a summary and fall details. Almost half of students disagreed that the PowerPoint slides encourage them to be passive. Indeed, %68.4 of students tended to be more involved in classes. Students (%46.9) opposed with the claim that PowerPoint TM sessions are predetermined. However, they believed according to available facilities, educational materials should be provided for effective learning. Correlation analysis showed that increasing age and the number of terms passed made most students to believe that PowerPoint encourage them to inactivity.Conclusion: This study indicated that students were not agreed with the existing criticisms about PowerPoint.

The valuable Power Point software if apply correctly would be able to revolutionized learning process. The aim of the present article is therefore to provide some basic guidelines for using this software in teaching biomedical sciences.