Recontextualising PowerPoint in higher education: Teacher perceptions and pedagogical affordances

Abstract

Despite the widespread use of PowerPoint in higher education, little is known about how teachers perceive and use its pedagogical affordances – the potential actions enabled by its features. This qualitative case study examined the perceptions and slide design practices of three Business English teachers at a Thai university. Drawing on affordance theory, cognitive load theory and the cognitive theory of multimedia learning, data were collected through interviews, observations and slide analyses. The findings reveal distinct pedagogical approaches: Teacher A favoured a textbook-driven minimalist design to reduce cognitive load; Teacher B utilised multimedia-rich slides to promote interactive and culturally contextualised learning; and Teacher C adopted a task-focused minimalist approach, aligning slides with real-world communication scenarios. The study highlights that the instructional value of PowerPoint depends on teachers’ pedagogical priorities, emphasising the need for a purposeful alignment between slide design and teaching objectives. Implications include the strategic integration of multimedia to enhance student engagement without overwhelming learners. The study also discusses limitations and suggests directions for future research on multimedia in language teaching.

Implications for practice or policy:

• Teachers should align PowerPoint design with teaching goals, balancing multimedia and minimalism to enhance learning.
• Teacher training should integrate affordance theory and design principles to enhance PowerPoint use.
• Curriculum developers could provide templates with real-world tasks for authentic language practice.
• Institutions should promote teacher reflection to align slide features with learning outcomes.