1 E. Bohn and D. Jabusch, “The Effect of Four Methods of Instruction on the Use of Visual Aids in Speeches,” Western Journal of Communication 46 (1982): 253–65.

2 H. E. Nelson and A. W. Vandermeer, “The Relative Effectiveness of Several Different Sound Tracks Used on an Animated Film on Elementary Meteorology,” Speech Monographs 20, no. 4 (1953): 261–67.

3 In a study examining student learning and retention of information, it was determined that audience memory retention was greatest for information extracted from visual materials. See P. Baggett and A. Ehrenfeucht, “Encoding and Retaining Information in the Visuals and Verbals of an Educational Movie” (Technical Report No. 108-ONR, Institute of Cognitive Science, University of Colorado, 1981), 1.

4 For a look at the video of this presentation, go to the following URL: https://www.youtube.com/watch?v=87RcmiEFcZk3.

5 PowerPoint is used for literally millions of presentations globally every day, and its software is found on hundreds of millions of computers. For more, see S. M. Kosslyn and others, “PowerPoint® Presentation Flaws and Failures: A Psychological Analysis,” Frontiers in Psychology 3 (2012): 230.

6 Although this kind of software has become very popular, it also has its critics. Supporters claim that it improves learning, creates greater audience interest, and helps explain complex subjects. By contrast, critics argue that it can inhibit audience/speaker interaction, limit the amount of detail to be presented, and even limit the analytical detail that might be required in a technical presentation. For more, see A. Savoy, R. W. Proctor, and G. Salvendy, “Information Retention from PowerPoint™ and Traditional Lectures,” Computers and Education 52 (2009): 858–67.