A new study from Tokyo University of Science suggests that a "cumulative presentation" format for Microsoft PowerPoint can improve learning outcomes by guiding visual attention. Researchers Hikaru Ito and Hiroko Ichikawa proposed this format, in which new visual elements appear one by one as a speaker explains them.

The study compared this cumulative method to a traditional whole-slide presentation format, where all information is presented before narration begins. The research assessed whether the cumulative presentation could direct learners' visual attention to relevant information and thereby enhance learning. The findings were published in Volume 42, Issue 4 of the Journal of Computer Assisted Learning on August 1, 2026, and made available online on June 25, 2026.

Professor Hiroko Ichikawa, one of the researchers at Tokyo University of Science, noted that past studies often evaluate teaching material effectiveness by analyzing test scores. "Previous studies have mainly evaluated the effectiveness of teaching material presentation methods by analyzing test scores," Ichikawa said. "But we have analyzed eye-tracking measures, along with test scores, to understand not only whether learning improved but also how it improved."

For the study, 40 Japanese university students were recruited. Twenty students were assigned to the cumulative presentation condition, and the other 20 to the whole-slide presentation condition. Each participant completed a baseline knowledge test before viewing a presentation. Both groups viewed and listened to a recording of the same seven-slide PowerPoint presentation; only the presentation format differed.

During the presentation, participants' eye movements were recorded using a screen-based eye tracker. After viewing the recording, participants completed the same test administered prior to the presentation. Additionally, participants filled out a five-point Likert-scale questionnaire to evaluate any difficulties experienced during the lesson and the test.

The study found no difference in pre-presentation test scores between the two groups. However, the cumulative presentation group achieved higher post-presentation test scores than the whole-slide presentation group. Eye-tracking data further indicated that participants in the cumulative presentation group fixed their gaze on newly appeared, voiceover-relevant visual elements earlier and for longer periods compared to the whole-slide group. Both groups reported no differences in their perceptions of the difficulty of the lesson and the test.

Ichikawa suggested that teachers, trainers, and presenters could segment visual information and match each segment with its relevant verbal explanation. "Teachers, trainers, and presenters can segment visual information and match each segment with the relevant verbal explanation," Ichikawa said. "In this way, learners can process the visual and auditory content step by step and gradually build an overall understanding of the slide." She added that future AI-based systems for generating educational materials could be trained to apply this cumulative presentation design to create more learner-friendly teaching materials. "In the future, AI-based systems for generating educational materials can also be trained to apply cumulative presentation design and create teaching materials that are learner-friendly," Ichikawa said.

Why It Matters

This study provides evidence that modifying presentation design can directly impact learning outcomes. The use of eye-tracking data offers a detailed understanding of how visual attention influences information processing during presentations. The findings have implications for educators, corporate trainers, and developers of educational technology, suggesting a method to improve comprehension across various learning environments, including remote learning and webinars.