Cognitive Load Theory Application in PowerPoint Presentations: An Evaluation Framework from Teachers’ and Learners’ Perspectives

Nour el houda Kherfane*, École Normale Supérieure de Laghouat, Laboratoire de Sciences du Langage (Laghouat University), Algeria
Lamia Belferd, École Normale Supérieure de Laghouat, Laboratoire de la Santé Psychique (Laghouat University), Algeria
Maria Bey Boumezrag, École Normale Supérieure de Laghouat, Algeria

https://doi.org/10.9743/JEO.2026.23.2.10

Abstract

Given the predominant use of PowerPoint presentations in higher education, which has increased significantly since the 2019 pandemic, the present study seeks to investigate the extent to which EFL (English as a Foreign Language) educators incorporate Cognitive Load Theory (CLT) into their PowerPoint presentations. Following a quantitative approach, the study employed an evaluative grid targeting a sample of teachers (n = 24) and students (n = 57) from various Algerian universities. Demonstrating high reliability (Cronbach’s alpha, α = 0.813), the research instrument allowed the measurement of the frequency with which 16 CLT-informed techniques were applied in the design of PowerPoint slides. These techniques were divided into three groups: general design techniques, content design techniques, and content display techniques. The gathered data were analysed using descriptive analysis and independent sample t-test analysis. The findings revealed that, of the 16 investigated CLT techniques, teachers considered only five techniques in the design of their slides (two general design techniques and three content display techniques), highlighting a limited application of CLT principles in PowerPoint presentations.

Keywords: cognitive load theory, cognitive load theory-informed techniques, PowerPoint presentations, slides

*Corresponding Author: n.kherfane@ens-lagh.dz