Student' and lecturers perceptions and experiences of PowerPoint presentations and images used for teaching and learning in an Irish Institute of Technology

Flood, Cliona and Lackovic, Natasa (2025) Student' and lecturers perceptions and experiences of PowerPoint presentations and images used for teaching and learning in an Irish Institute of Technology. PhD thesis, Lancaster University.

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Abstract

The study was prompted by the observation that our world is becoming increasingly visual, often shaped by media and online content. Although students and lecturers encounter more images than ever, their pedagogical potential remains undervalued and underutilised. Existing research indicates that images are frequently included in slideshows but are seldom used analytically for instructional purposes. This research examines the perspectives of students and lecturers regarding the use of images in PTs such as PowerPoint, particularly during the restrictions imposed by COVID-19, when digital learning environments became essential. This research employed a case-study methodology, conducting semi-structured interviews with 21 lecturers and 19 students from an Irish Institute of Technology to investigate the role of images in teaching and learning. Each participant submitted a PowerPoint presentation for discussion during their interview, which was subsequently analysed using established image taxonomies. Dr Natasa Lacković designed and delivered a hybrid CPD workshop to encourage lecturers to incorporate images into their teaching. Surveys were administered immediately after the training, and five lecturers responded to a follow-up survey several months later to assess implementation, while additional surveys gathered insights from a broader group of students and lecturers who had not participated in the research up to that point. Interviews and surveys were analysed using Reflexive Thematic Analysis in the style of Braun and Clarke (2022). A frequency analysis examined the images presented during the interviews. The findings indicate that images are utilised in various ways within the sample, suggesting that they enhance effective slide design and improve the accessibility and interactivity of presentations. Consistent with previous research, it was noted that many images served a decorative role in the slideshows. However, unlike prior studies, this decorative role was less pronounced than expected, with images employed more interactively, particularly during online teaching amidst the pandemic. The study found that relevant images play a crucial cognitive role in teaching and learning, especially in capturing attention, constructing knowledge, and aiding memory formation. Images facilitated learning for all students and accelerated the learning process, and were particularly beneficial for students who did not speak English as their first language. Images clarified concepts and were also advantageous for students with specific learning needs, such as dyslexia. Students preferred slides containing text and images over those with only text or images. The inclusion of images in slides reduced learning anxiety. Although most lecturers had not been exposed to images during their education, they effectively utilised them with a student body that viewed themselves as literate in imagery. The findings suggested that images could be employed more directly to convey specific concepts, such as discipline-specific threshold concepts, and to enhance the development of critical thinking skills. Therefore, additional training in using images for teaching and learning was recommended.