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The remainder of the manuscript is organized as follows. create nonlinear presentations1 . Yet, it was difficult to cre-
Section 2 reviews the history of available software products ate a presentation with Flash since it required programming
and introduces the proposed software. Section 3 addresses skill. Nowadays, new companies such as Prezi (Perron and
issues related to a scientific presentation that have not pre- Stearns, 2011) are trying to simplify canvas-technology for
viously been completely solved. Section 3 also suggests our building presentations; however, this simplification may con-
solution for each problem. Section 4 studies the attractive- fine flexibility. Prezi demonstrates positive results in class-
ness of the proposed software among common presentation rooms (e.g., Brock and Brodahl, 2013; Anderson et al., 2013;
utilities. Finally, Section 5 concludes. Špernjak, 2014).
Table 1 categorizes available presentation software with
respect to employed technologies and price. The first and
2 Related Work second columns indicate whether the product is canvas-based
or slide-based, respectively. The third and fourth columns
In this section, we begin with the history of current presenta- determine the availability of the corresponding product as a
tion utilities and discuss the associated advantages and dis- web application (online) or conventional software (offline).
advantages of each style. Following this, we introduce the Finally, the last column shows which one is free.
proposed software solution that creates a new paradigm in
modeling visual contents by combining previous methods. Table 1 Comparison among available products
Name Canvas Slide Online Offline Free
Adobe Flash 2 X X X
2.1 Conventional Presentation Utilities MS PowerPoint X X X
Prezi 3 X X X
Keynote 4 X X
From the early stages, multimedia capabilities of computers
Google Slides 5 X X X
exhibited a suitability for demanding tasks such as presenta- PowToon 6 X X
tion (Keckler et al., 2011). Initially, Presenter was released Academic Presenter 7 X X ∗ X X
by Forethought (Gaskins, 1984) and in 1987 it was renamed SlideDog 8 X X X
PowerPoint. Microsoft embedded PowerPoint in the Office SlideShare 9 X X X
∗ Academic Presenter supports online presentations of the designed
suite in 1990. PowerPoint has been designed to create lin- projects on the offline program.
ear presentations through slides. Because of high accessibil-
ity, it gained acceptance in academia (Pippert and Moore,
1999). Del and Theresa (2001) show the positive effect of As one can see, only two presentation tools offer both
creating presentations with PowerPoint on students’ grades. canvas-based and slide-based technologies simultaneously.
However, Susskind (2005) claims that PowerPoint won’t af- Additionally, the table imply that canvas-technology is less
fect academic performance but enhance students’ attitudes popular than the others, although among all presentation util-
and self-efficacy about the course. ities, Adobe Flash and Prezi are known as revolutionary prod-
Gradually, high accessibility and linearity create issues, ucts. In this table, we added Academic Presenter as well.
especially in universities (Tufte, 2003). Speakers create slides
merely to present rather than focusing on their messages.
2.2 Proposed Software Solution
Using slide-based presentation software together with stu-
dents’ lack of experience deteriorates students’ organization
Academic Presenter combines the potency of slide-based
skills. Also, the linearity of slide-based software products
presentation software products with canvas-based 3 . Users
forces the presenter to simplify sophisticated subjects to a
1
set of bullet items which is misleading for decision-making A nonlinear presentation is a presentation style in which user de-
(Tufte, 2006). Moreover, a linear presentation is not suitable fines paths for illustrating the relationship among concepts by zoom-
ing, panning, and rotating screen animations (Good and Bederson,
to illustrate the complexity of an issue; nonetheless, Spicer 2002; Bean, 2012)
et al. (2012) tried to find a solution for this issue by using a 9 http://www.slideshare.net
can switch between two common presentation trends based 3.1 Literature Review with Mind-map
on the level of details; for introducing general topics, they
can employ a nonlinear flow and switch to a conventional In any scientific presentation, researchers have to review and
linear presentation for exhibiting details. Figure 1 depicts a discuss published information. Literature review both sum-
sample in which we used both nonlinear and linear flows. marizes and synthesis important information. Unfortunately,
From (a) to (b) and then from (b) to (c), a user can zoom, common methods to deal with literature review are as fol-
pan, and rotate by using mouse or touch-screen. However at lows:
(d), a linear flow can carry the talk to the next topic where
– Listing the most relevant papers as bullet point items.
the user may switch to a nonlinear flow again. Thanks to the
– Organizing published information inside tables and com-
vector-based canvas of Academic Presenter, zooming into a
paring them with respect to some criteria.
particular region will not affect contents’ quality. By taking
the advantage of proposed framework, the users can com- Indeed, these ways of organizing information are not mind-
bine even mind-map diagrams and conventional slides. friendly since listeners have to digest and categorize infor-
Chou et al. (2015) investigate the effectiveness of vari- mation simultaneously. However, the presentation time is
ous digital presentation tools (more specifically PowerPoint not enough for both thinking deeply and listening carefully.
and Prezi) on students learning performance. Their results Vector-based canvas of Academic Presenter offers another
show that Prezi is a more efficient instructional medium for way of organizing information; using mind-map diagrams.
knowledge acquisition compared with traditional instruction; Mind mapping has been defined as “visual, nonlinear repre-
however, PowerPoint demonstrated instructional effective- sentations of ideas and their relationships” (Biktimirov and
ness on only the long-term learning retention of the students Nilson, 2006). Mind-map is also considered as a powerful
compared with traditional instruction. Hence; combining the diagramming tool that plays a significant role in collabora-
power of slideware (such as PowerPoint) and a canvas-based tive or group storytelling (Nakamura et al., 2010). Liu et al.
product (such as Prezi) can enhance the effectiveness of cur- (2011) demonstrate the benefits of mind mapping (concept
rent digital presentation tools in universities. Although Table mapping) on students storytelling skills.
1 indicates that SlideDog is also offering both presentation By using mind-map, viewers can categorize subjects and
technologies, the user has to create PowerPoint and Prezi find their relationship with the main topic. For example, Fig-
projects separately in the mentioned tools. ure 3 depicts the literature review of a deregulated electricity
market using a mind-map diagram. From the central topic
Our proposed software also enables users to build an en-
toward each branch, more details are added to the parent
gaging presentation by combining different types of audio
nodes; thus, doing this provides classification rule to cat-
visual contents: including image, audio, video, vector-based
egorize subjects. Each branch ends with a red node con-
shape, PDF document, LaTeX code, and handwriting.
taining studies similar to the attached branch. This catego-
Because Academic Presenter harnesses the power of a
rization method is easier to memorize and recall (Farrand
video graphics card without an intermediary, it is faster. Fig-
et al., 2002). Moving from one branch to another, a pre-
ure 2 shows the interactions among the video graphics card
senter begins by discussing general topics and finishes with
and application to play a video. The bottom line is that Aca-
more technical information; therefore, viewers might be less
demic Presenter is free software, which makes it an interest-
likely to lose concentration as a result of listening to details
ing option for students on a tight-budget.
for a long duration. As mentioned, Academic Presenter sup-
In the following sections, we focus on the application of ports both slide-based and canvas-based technologies; there-
storytelling techniques on a common scientific presentation. fore, a presenter can switch to slide-mode to explain linear
topics inside each node. Interested readers will be invited to
watch “Why Academic Presenter? (Part 1 - Literature Re-
view)”4 for more details.
3 Application of storytelling techniques on a Scientific
Presentation
3.2 Animated Infographics
In the first subsection, we propose applying mind map dia- Information graphics (or infographics) is an innovative medium
grams for presenting a typical literature review, and we ex- to visualize data clearly and in an engaging manner. Info-
plain how Academic Presenter can help academicians with graphics are enchanting storytelling tools for transforming
this. Next, we demonstrate how using animation and story- data into knowledge, as they capture a reader’s attention by
telling techniques can assist infographics to be more clear utilizing principles of graphic design. These characteristics
and informative. Finally, the effect of Academic Presenter’s
whiteboard animation on teaching quality will be discussed. 4 https://youtu.be/LUWr8pqJjzg
4 Bihter Avşar et al.
Fig. 1 Switching from a nonlinear flow (a, b, and c) to a linear flow at (d)
Academic Presenter utilizes a digitizer in presentation, reader to watch “Why Academic Presenter? (Part 5 - Hand-
not only to annotate on screen but also to replay the hand- writing)” 5 for more details.
writing wherever is necessary. In toolbox, a handful of dif-
ferent pens and highlighters is available at users’ fingertips.
Figure 7 displays the handwriting toolbox. Every movement
is editable and precise. Also, user can increase animation
speed to save presentation time. We redirect an interested
5 https://youtu.be/U-oNFjBtzfE
6 Bihter Avşar et al.
free presentation software enables users to enhance their sto- posed software is more attractive than current software so-
rytelling skill. Users can switch between two common pre- lutions.
sentation trends based on the level of details; for introducing Although the proposed utility is the combination of slide-
general topics, they can employ a nonlinear flow and switch based and canvas-based products and researchers investi-
to a conventional linear presentation for exhibiting details. gated on each technology separately, assessing the effective-
Also, we introduce new components in the presented soft- ness of proposed tool on the knowledge acquisition of stu-
ware solution that may help academicians to teach abstract dents is a valuable future work.
courses more efficiently. Finally, a survey is conducted by
asking eligible attendees to prioritize different aspects of a
presentation utility. We exploit Analytic Hierarchy Process Acknowledgements Authors of this article would like to express their
method to analyze the expected rank of proposed tool among very great appreciation to Daniel Lee Calvey for his valuable and con-
structive suggestions. Also, the authors would like to thank all those
popular alternatives. The results are indicating that the pro- who cooperated and dedicated their valuable times in the survey.
8 Bihter Avşar et al.
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