TOO MUCH TEXT ON SLIDES: AN ANALYSIS OF MEDIA TYPES THAT CAUSE COGNITIVE LOAD CONDITIONS

Abstract

                   A general information presentation where either the presenter reads the text on the slide screen or he/she may use subtitles that are different from the on-screen content while narrating, seems to be a traditional style. There is a question of what kind of presentation methods are effective and which ones are not effective and how. In this article, a comparison between a good and bad media type, including its background, advantages, and disadvantages will be discussed. The relevant research results are to be used as evidences, the problem of ineffective media used in a Power Point (PPT) program will be pointed, for example, having more text in the slides that listeners may not get them in the time constraint can cause a nervous state to receive information overload. This is called in psychological term as "Cognitive load" (heavy condition on the brain), which may cause learning failure on presentation. From the results of research in the field of educational psychology, the study concluded by referring to the structure of the brain in the process of entering information into the human memory system (Human Memory Model). The result revealed that to have achievement, instructional media must be suitable designed and consistent with the functions and capabilities of the central nervous system (working memory).

                   Results of research studies on brain processes will be used as a reference to include knowledge in theory by discussing and categorizing types of media, including problems that cause cognitive load on audiences. Human cognitive architecture is fundamental base used for analyzing.