Using the assertion-evidence approach leads to better comprehension
and recall by the audience
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Joanna K. Garner, Michael Alley, Keri Wolfe, and Lauren Sawarynski
International Journal of Engineering Education (vol. 29, no. 6, 2013) 2012 ASEE Annual Conference 2011 ASEE Annual Conference Main Takeaway: Two audiences learned a technical subject by hearing the exact same words, but viewing different slides. One set of slides followed the common practice of slides in science and engineering: a topic-phrase headline supported by a bulleted list or a bulleted list and a graphic. The other set of slides followed the assertion-evidence structure of a sentence headline that states the main message of the slide (or scene). In this structure, that message headline is supported by visual evidence. This study found that the assertion-evidence audience understood and remembered the content better than the common-practice audience. In addition, the difference between the learning was statistically significant (p < .01). |
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Using the assertion-evidence approach leads to deeper understanding
of the content by the presenter
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Joanna K. Garner. Michael Alley, and Shannon Aippersbach
International Journal of Engineering Education (vol. 32, no. 1(A), 2016) 2013 ASEE Annual Conference Main Takeaway: This study found that student presenters who created a set of slides using the assertion-evidence approach understood the content better than student presenters who created the slides using the commonly followed topic-subtopic approach. The results of this study suggests that presenters using an assertion-evidence approach think more deeply about the content during the preparation of the slides than presenters following the typical approach. |
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