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The 10 Best Presentation Tools for Students in 2023

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Presentation tools for students have come a long way.

Students have access to all sorts of digital presentation tools, from legacy slide-based tools like PowerPoint to truly inventive and experimental new formats that incorporate live and prerecorded video and audio. The rise in virtual, hybrid, and flipped classrooms has made the need for education-focused online presentation tools for students all the greater.

Wondering which tools will help your students create the best presentations? We’ve shown you tools before, like 20 classroom technology tools you may not know , but many of those were teacher-focused. Here are 10 of the best student presentation tools your kiddos can use in 2023. And listen to this episode of EdTech Heroes with Sultan Rana to see how you can revolutionize presentations for students this year!

Importance of students learning to use a range of presentation tech tools 🎬

Before we get into this list, it’s fair to ask: Is it really all that important for students to get comfortable using technology-based presentation tools? 🤔

We believe the answer is an emphatic “Yes!”

The modern world we live in already depends on all sorts of tech and that dependence will only increase. Today’s students are tomorrow’s adults, and it’s vital they develop media literacy skills now. This is behind the push for digital citizenship , or teaching children to use tech safely and responsibly so they can effectively participate in society in the future.  

Many students are already comfortable navigating smartphone apps, video games, smart TVs, and social media. But throw a PowerPoint or other business tool in front of them, and it’s another story. They aren’t technology averse. But neither are they automatically comfortable with all the different software and user interfaces that they’ll encounter in the professional and business world.

As the world grows more technologically complex 🤖, the professionals of tomorrow need exposure today to the language of technology. 

By engaging with a range of presentation tools — along with edtech tools like Google Classroom and other LMS platforms — students gain a more well-rounded understanding of how to interact with productivity-oriented tech. They learn how to communicate their ideas and collaborate across physical and virtual spaces with ease. 

With that question answered, let’s jump into the top 10 student presentation tools that will support your students’ tech skills and overall growth. 

1. Screencastify Submit

Screencastify Submit does many things. It allows teachers to create presentation assignments for students. It also allows students to easily record and submit these short video assignments on any device. It’s a great way to practice giving live presentations without the pressure of an audience, plus it helps students gain skills with talking and presenting on camera. 🎥

Another advantage for students: Students can practice their presentation skills and wait to submit until they’ve recorded their favorite take. 

Screencastify Submit is simple because it’s designed to be a secure, closed system between teachers and students. However, the broader Screencastify suite — one of the top Google Chrome extensions for educators and students — has plenty of integrations with popular LMSes and edtech platforms. 

2. PowerPoint and Google Slides

Two of the classic slide-building apps, PowerPoint and Google Slides feel very traditional compared to many of the other tools listed here. Still, both apps are easy introductions to the concept of creating basic 2D designs and visually appealing presentations. PowerPoint Presentations and Google Slides allow students to create slideshow content with transitions, animations, multiple slide layouts, and more.

These presentation software solutions help students prioritize the information that’s most useful to their audience and hone the ability to present that material in a visually engaging way. They can also be used in conjunction with screencasting or screen sharing to present in a more live or interactive manner.

These apps are both widespread and integrate seamlessly with a variety of tools. For Apple users, Keynote is another option in this same style, but it’s limited to only macOS and iOS, making it less widely adopted.

Note that Google Slides is free for everyone with a Gmail account, but PowerPoint requires an individual subscription or a school-wide license.

3. Prezi Next

The original Prezi was like a cooler, snappier version of PowerPoint. It did away with the feeling that every slide was a static rectangular image and let users create presentations that felt more like unique little worlds 🌍  than like conference room snooze-fests 😴 .

Unfortunately, it was built on Adobe Flash, which is dead and gone .

Prezi Next is the new generation of Prezi, built fresh in HTML5. It keeps the feel of the original and enables students to produce creative, imaginative presentations full of both whimsy and functionality. Templates in Prezi Next allow students to be creative, detailed, and look great in the process.

Prezi also integrates with major video conferencing apps like Google Meet and Zoom, allowing students to present their Prezi live. 

4. Haiku Deck

Haiku Deck is another slide-based presentation app. It’s entirely cloud-based, meaning you can access Haiku Deck from the web. The big differentiator with Haiku Deck is its automated image search. The app intelligently analyzes the text that your students add to their slides, then it suggests photos and slide designs that make sense for that text.

Haiku Deck gives users access to over 40 million royalty-free images (meaning no more watermarks or pixelated backgrounds) and includes dozens of themes designed by pros, complete with complementary fonts picked out for each one.

Haiku Deck is mostly a standalone tool. So, while you don’t get deep integrations with other tools, you might not really need them.

Related: Learn about the best tools for student engagement in this episode of EdTech Heroes !

5. Pear Deck

Before they ever explain what Pear Deck is, the team behind Pear Deck points to research showing that learning has both social, emotional and academic components and goes into great detail about the research-backed instructional strategies that the platform supports.

So, this tool comes from a team that’s dedicated to improving educational outcomes for all kinds of learners. But what does it do, exactly?

Essentially, Pear Deck operates as an add-on to Google Slides or PowerPoint and allows you to turn those static presentation tools into dynamic, interactive educational experiences. You can embed quizzes, tutorials, and other interactive content and see student responses in real time.

Although it’s aimed at teachers, it can be used by students to enhance their own presentations with engaging content like Q&A or audio and video, and gives them more creative freedom. 

Sutori is a tool that’s purpose built to help students create timelines and roadmaps and tell stories. It’s simple and streamlined, making it easy for students of all ages to use. Students can even embed media on their Sutori timelines, and Sutori is easy to use online and via remote learning.

Sutori’s timeline focus makes it perfect for social studies or history and any other linear, time-based lessons. The company also lists use cases for English, Language, Arts, and STEM teachers. It’s a great tool for fostering multimedia collaboration, critical thinking (via both primary and secondary sources), and research skills.

They say a picture is worth a thousand words 📸, and if that’s true, how much more is an infographic worth? A lot, when it comes to the classroom. Infographics are great storytelling tools, not to mention visual aids. The trouble is that making great infographics from scratch have required graphic design skills🧑‍💻  — until tools like Easelly.

Easelly lets anyone make quality infographics in a wide range of styles. Students can better visualize data and content, which is great both for their own critical thinking and logic skills as well as their public presentation skills.

Easelly includes numerous templates that make it easy to transform content from dry text and statistics into beautiful infographics.

Easelly doesn’t directly integrate with other tools, but infographics created in Easelly can easily (hence the name) be exported to other tools to be shared or presented.

8. Glogster

Glogster is a tool for creating multimedia posters that can include 3D elements. Students can embed a wide range of media into a Glogster, including screencast videos, graphics, images, audio, and even 3D and VR objects.

Glogster is somewhat like an oversized poster board to make a class project or report, but also interactive and zoomable. It’s a digital canvas that makes just about anything visual possible, all within one space.

Students can practice their visual storytelling skills and get comfortable navigating and embedding multiple media types with Glogster.

9. VoiceThread

VoiceThread is a unique tool that lets users collaborate and discuss just about anything: videos, images, documents and more using features like annotations, highlights, pausing, zooming. It’s essentially a media-focused video chat tool.

In the K-12 landscape, VoiceThread is great for students who want to share a specific media file with others and collaborate either in discussion or in a Q&A after a presentation. Viewers can add video comments and questions directly to a presentation, giving a more personal level of engagement especially for fully remote classrooms. Students can develop great conversational and presentation skills using VoiceThread, too.

Miro is a visual collaboration tool designed primarily for teams to get work done. In other words, it’s a business-focused digital whiteboard tool that has a lot of value for classrooms too. 

Students (and teachers) can use it for idea mapping 🗺, brainstorming, creating workflows or diagrams, and all sorts of other visual collaboration and presentation needs. 

It’s great for group projects where students might want to get a bunch of ideas mapped out prior to creating their polished presentation in another tool. Miro also has some effective templates that can help students work quickly.

Because it’s a business tool, Miro has all kinds of integrations with all the top business apps. Some of these are useful in education, such as Zoom, Google drive, and Microsoft Teams integrations.

Find out why students and teachers love Screencastify 🍎 

Screencastify is fantastic for any teacher who needs to create screencast videos quickly and easily. But it’s great for students, too! 

Students can use Screencastify Submit to easily create video responses to their teachers’ assignments, using the desktop, laptop, or mobile device they have at home. Older students can even use Screencastify themselves to create their own screencast presentations for virtual reports, class presentations, and more.

Click to learn more about what Screencastify can do for educators and students alike.

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3 Essential Tips for Online Presentations

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If you're new to online learning, you might still be figuring out how to upload papers and projects, take exams, participate in science labs , and work on group assignments , all through your computer. You might also be required to give presentations in your online classes .

Online presentations can be challenging because you need to master both the material and the technology needed to give them. Whether you're preparing to submit a class assignment or defend a graduate thesis or dissertation online, there are three important steps you can take to ensure success. is an advertising-supported site. Featured or trusted partner programs and all school search, finder, or match results are for schools that compensate us. This compensation does not influence our school rankings, resource guides, or other editorially-independent information published on this site.

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1. understand the expectations and requirements.

Every online class and assignment will be different. In some courses, you may be given a list of options for completing and submitting presentations. Will you present live to your online class or submit a recording? Should your presentation be a specific length or in a certain format?

Always check the class syllabus if you aren’t sure about the expectations for a virtual presentation assignment.

Always check the class syllabus if you aren't sure about the expectations for a virtual presentation assignment. And ask your professor any questions you might have before digging in.

Here are some examples of the different approaches to presenting virtually. Depending on your class, you may be able to combine several of these approaches to share your work.

You can record your presentation using your computer's webcam, your smartphone, or another camera-equipped mobile device. Video can be helpful if your project includes visiting a specific location or interviewing someone.

Once you've recorded your virtual presentation, you can upload the file to a sharing platform such as Dropbox or YouTube , or use a video application like Padlet or Panopto . Check with your professor to find out which applications may be built into your course or otherwise available from your school.

Narrated Slideshow

Your presentation may include slides you've created to share your work through things like text, images, charts, and/or video. Microsoft PowerPoint , Keynote , and Google Slides are all popular online presentation tools. Each program includes options for embedding videos and recording your own narration.

Look online for guides that offer step-by-step instructions on how to add audio or narration . A narrated slideshow can be helpful when you want to combine your voice with on-screen images, graphics, and text.

Another way to capture your voice and presentation materials together is screencasting. You might have already experienced screen sharing in a web conferencing platform, like Zoom . Many online instructors use these online presentation tools to allow you to hear them while also viewing their computer screens.

Screencasts are particularly useful when you need to demonstrate how to do something. Tools such as Screencast-O-Matic , Screencast , and Screencastify offer additional options.

2. Get Organized

Winging an online presentation is bound to result in additional stress and roadblocks you didn't anticipate. This is why preparation is a must. You should get started as soon as possible on your presentation by selecting the right tools and setting up your workspace.

Online Presentation Tools

PowerPoint and Google Slides may be two of the most popular tools for creating presentations, but there are many , many others. Feeling creative? Want to break away from the ordinary? Explore some of the options available in applications like Powtoon , Prezi , Adobe Spark , Vyond , and Canva to create interactions, animations, and more.

Many of these applications have free versions for educational use or free trials. Before signing up for an account, figure out what you already have access to through your school by checking with your instructor. Some tools may offer free or low-cost accounts for students.

For more ideas and recommended presentation tools, the University of Oklahoma's College of Arts and Sciences provides a virtual student orientation for online classes that includes a handy how-to guide for video presentations .

Equipment and Location

If you're going to appear in your presentation, whether it's live or recorded, pay attention to the space you'll be using, and consider adding some tools and equipment to that space. This can be especially helpful if you'll be giving lots of presentations for your classes. These tools can also improve your experience with live class meetings through web conferencing platforms like Zoom.

Natural lighting is usually best. If you can, position yourself and your computer so that the light from a window is facing you. Having a bright window behind you facing your back can make you appear as a dark silhouette on screen. If you don't have great natural light in your workspace, make use of the lamps in your room.

Most newer laptops and tablets have built-in cameras that do a good job of capturing video. If your computer doesn't have a camera, look into your school's library or bookstore for affordable options you can borrow or buy.

You're almost ready! Before you go live or start your recording, take a little extra time to adjust your setting and prepare for a successful presentation.

3. Practice, Practice, Practice

Whether you're presenting live or through a recording, appearing on screen or using slides, it's a good idea to conduct several practice sessions in advance.

Nitasha Mathayas, Ph.D., describes her firsthand experience defending her dissertation over Zoom . Her advice includes recording your practice sessions for review and critique. The more familiar you are with your material and the technology you'll be using, the more comfortable you will be when it's time to present.

“Try giving the talk a few times to make sure you test everything out. I practiced my talk on Zoom three times with my colleagues and their feedback helped me adjust my pacing and presentation.”. Source: — Nitasha Mathayas, Ph.D., University of Illinois at Urbana-Champaign

It might even be worth practicing in front of an audience. Check with your school and program for possible support. The University of Maryland's Graduate School Writing Center , for instance, offers scheduled practice sessions. You can also enlist a few friends and family members to provide encouragement during a dress rehearsal.

How to Give a Successful Online Presentation

Preparation is the key to a successful virtual presentation. Public speaking and technology skills take time to develop, and each presentation you give is an opportunity to improve those skills.

The time and effort you put into your online class presentations will pay off not only now in terms of your grades, but also in the future when it comes to virtual job interviews and the predicted rise in remote working environments .

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10 Tips For Giving Effective Virtual Presentations

What to know before you go live.

September 26, 2016

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Presenting online? Try these suggestions to improve your results. | Illustration by Tricia Seibold

As audiences go global and you need to reach more people through technology (including webinars, conference calls and teleconference), you must consider the challenges to connecting with a virtual audience. Here I pinpoint 10 valuable best practices to ensure you communicate successfully.

1. Be Brief

Audiences begin to lose attention after roughly 10 minutes of hearing from the same presenter. If you have more than 10 minutes of content, use interactive activities to keep your audience engaged (for example, take a poll, give quizzes, or ask audience members for their opinions via chat).

2. Be Simple

Keep slides simple — avoid too many words, graphics and animation features. Less is definitely more!

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Light yourself well | Illustration by Tricia Seibold

3. Be a TV Personality

Look straight into your camera, not the screen. Wear clothing that is neutral in color (no plaids or stripes). Light yourself well and from above. Be mindful of what appears behind you in the background. Invest in a good microphone.

4. Be Standing

Even though your audience cannot see you, stand when you present. This allows you to stay focused and use good presentation delivery skills such as belly breathing, vocal variety, and pausing.

5. Be Prepared

Practice delivering your presentation with your technology in advance of your talk. Make sure all of the features of the technology work. Record your practice using the recording feature of your tool. Watch and listen to learn what works and what you can improve.

6. Be Assisted

Have someone available to deal with technical issues and to field email/text questions. Also, if you have multiple remote audience members in one location, be sure to pick one of them to be your “eyes and ears.” Ask them to queue up questions and facilitate discussion on your behalf.

7. Be Specific

Ask pointed questions to avoid too many people answering at once. For example, rather than ask, “Are there any questions?” try “Who has a question about the solution I provided?” Set a ground rule that people state their names prior to speaking.

An Illustration of two pictures of people.

Imagine your audience | Illustration by Tricia Seibold

8. Be Synchronized

Transitions are critical. You must connect what you just said to what is coming next when you move from point to point. Transitions between topics and slides are good opportunities to get people reengaged to your talk.

9. Be Connected

Imagine your audience even though you can’t see them. You can place pictures of audience members behind your camera so you can look at people as you present.

10. Be Early

Encourage your audience to access your call or webinar in advance of the start time so you can iron out any technical issues in advance and get them familiar with the technology.

Matt Abrahams is a Stanford GSB organizational behavior lecturer, author, and communications coach.

For media inquiries, visit the Newsroom .

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15 Online Tools for Students and Teachers to Create Presentations

Presentations can be an equally daunting task for students and educators to put together and deliver..

October 18, 2016 Gloria Kopp 9 Comments

Online Tools for Engaging Presentations

If presentations are not done right, they could lead to boring, mind wandering time wasters, where the message doesn’t really get through properly. But, help is available in the form of great online tools that’ll help you create engaging presentations, whether you’re a student or a teacher.

Keep their attention, get your message across, and dazzle them with eye catching presentations using these online resources.

Related: Tips to Consider for Effective Audio Visual Presentations

Read next: Use Your Classroom Projector for More than Presentations

Create presentations on a whole new level with the assistance of these helpful, easy to use online tools. You’ll boost the quality of your presentations, while increasing the level of engagement of your audience, which means your information will be received at a greater rate.

Gloria Kopp is a web content writer and an elearning consultant from Manville city. She graduated from University of Wyoming and started a career of a creative writer. She has recently launched her Studydemic educational website and is currently working as a freelance writer and editor.

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Presentations usually give a deeper insight to what the topic is. It’s not surprising that a short outline with a picture gives a better understanding of the topic. Over many years the best formula for creating presentations remains unchanged: visuality + original content. Being a true follower of Canvas and Unplag, I cannot but say about the high quality of these tools. With them, I improved my time-managing skills and also upgraded my creative mind. Canva is on the top of all the tools for creating beautiful design: colours, prints, patterns – everything is captivating. What I do about Unplag is its speed and accuracy. In a second it identifies academic lapses such as wrong formatted citations or references. It’s more than cool.

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March 19, 2018 at 12:53 pm

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Duke Learning Innovation

Online Student Presentations

There are a number of reasons why faculty may want to move student class presentations to an online environment – maybe you have been asked to transition your regular “traditional” class to an online format (as DKU faculty have been asked to do this spring ). Or maybe you would like to free up in-class time for discussion or other activities, while still wanting students to have the opportunity to present about their work. There are a number of possible approaches, depending on your needs.

First, determine if you want or need students to do “live” (synchronous) presentations, attended by you and their peers. If not, students could record their presentations, which you and their peers could watch at your own pace (asynchronously) and then discuss.

Live presentations

One method for presenting “live” is Zoom meetings . Students can share their screen and a video of themselves talking; attendees can view and hear, and ask questions. One consideration is that presenter and attendees need stable, high-speed internet connections for this to be most effective. In addition, for all to attend, time zones where attendees and presenter are located must be conducive to attendance. Other than that, presentation format and structure can likely be identical or nearly identical to what students would have done in class.

Another alternative for live presentations is to use the Live Streaming function of Duke Capture (Panopto), if the presentation is happening in a room on Duke campus which is set up for Panopto. This could work, for example, if some attendees/classmates are meeting at Duke, and others are watching from a different location.

Recorded presentations

If live presentations aren’t ideal for some reason, including internet capabilities, time zones, the nature of the presentation, or the length of the desired presentation, students can record their presentation and post it online for asynchronous viewing. You can provide guidelines for the presentation just as you would for “in-class” presentations, including length, requirements for accompanying visuals, etc.

Presentation recording can be done with Zoom , by having the presenter start a meeting (students can use their personal Zoom meeting room), turn on video, share the appropriate visuals such as slides or a website that accompanies their presentation, then start recording immediately before beginning their presentation. When the recording is complete, students can post the link to the recording wherever required by the professor.

Students could also record their presentation in any other way that works for them, such as with their cell phone or webcam on a tripod, and then post the resulting video within their course Sakai site using WarpWire (WarpWire is a tool for video hosting at Duke, which is integrated into Sakai and also available separately).

Students can be asked to view others’ presentations before any live class meeting, so the presentations can be discussed during the live meeting. You may ask students to post comments about their peers’ work in a discussion forum as they watch the recording, or save comments for live discussion (or both). You may choose to provide a rubric or other peer evaluation tool, if you have peer evaluation as a part of the assignment’s assessment plan.

An option if you want students to comment on their peers’ work is to have students post their presentation recordings in VoiceThread , which allows for text, audio and video commenting on posted media. Keep in mind that you, as the instructor, will probably want to watch or at least spot check the posts to get a sense of the comments – make sure you allow yourself time for this.

If students are producing a creative work of some type and presenting on that, VoiceThread can also be a way for students to comment on their OWN presentation – they can record their work, post to VoiceThread, and then append comments explaining their creative choices to you and to their peers. Alternatively if students must create a poster and present that, the poster can be exported from the design software as a pdf and posted for viewing, then live or asynchronous discussion can happen after that.

However you plan to do student presentations online, this can be a rich learning activity for presenters and their peers. Contact Duke Learning Innovation if you’d like a consultation about your particular course plans.

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The impact of online presentations on reducing the introverted EFL learners' stress and anxiety

Saudi Journal of Language Studies

ISSN : 2634-243X

Article publication date: 21 November 2022

Issue publication date: 8 March 2023

This study aims to focus on how online presentations have a positive effect on the anxiety of the students, especially students who are introverted by nature and always suffer from anxiety and stress while performing face-to-face presentations in the classrooms, which negatively affect students’ performance and, thereby grade.


This study adopted a quantitative research design to obtain a broader perspective. An online questionnaire, developed using Google Forms, was accessed by 239 female undergraduate students from Level 1 to 8 of the English Department at the College of Languages and Translation in King Khalid University, Saudi Arabia. The questionnaire consisted of 15 closed Likert-type questions. The Arabic translation of the questions was included in the questionnaire to make the participants more comfortable answering the questions as all the participants' L1 is Arabic.

With the outbreak of the pandemic in March 2020, COVID-19 became a global health issue and significantly impacted education worldwide. With this, a digital transformation took place, resulting in a total e-learning distance education system. This type of technology enhanced distance learning approach had to be adopted as social and physical contacts were limited globally to mitigate the transmissions of the virus. Accordingly, all lectures, learning activities, tests and other forms of evaluation were conducted via distance e-learning. When oral presentations were conducted online, a new reality emerged in this changed situation. This study sought to prove that online oral presentations positively reduce introvert EFL learners' anxiety and stress.

Research limitations/implications

The study was conducted using a small number of samples; thus, to gain substantial insight, future research could be conducted with a greater number of samples from diverse demographic backgrounds. Teachers' perceptions of online oral presentations could also be considered in future studies since education consolidates between learners and teachers. In addition, as this research explored English language major students only, further comparative studies can be conducted including students from other disciplines, which may lead to new insights and issues related to online presentations. This study used a questionnaire as a data collection instrument. It is recommended to use qualitative tools such as interviews, focus group meetings, journals and student diaries in future studies so that more information about in-person presentation anxiety can be discovered.


Participants' opinions, procured through the questionnaire of this study, can bring new insights for educators and policymakers to incorporate online presentations as one of the mainstream assessment methods for tertiary-level courses.

Mishu, A. , Mohammed, H.A. , Hakami, S.A.A. and Chowdhury, G. (2023), "The impact of online presentations on reducing the introverted EFL learners' stress and anxiety", Saudi Journal of Language Studies , Vol. 3 No. 1, pp. 32-46.

Emerald Publishing Limited

Copyright © 2022, Anjum Mishu, Hanan Abdullah Mohammed, Sabreen Ahmed A. Hakami and Gaus Chowdhury

Published in Saudi Journal of Language Studies . Published by Emerald Publishing Limited. This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at

1. Introduction

Whoever designed the context of the modern classroom was certainly not thinking of the shy or quiet students. With often-crowded, high stimulation rooms and a focus on oral performance – the modern classroom is the quiet student’s worst nightmare […]

A highly relevant question in contemporary education is whether we are doing all we can, as educators and advisers, to encourage such students' learning and personal development. Online presentations can play a vital role in incorporating this vast majority of our valuable human resources into the mainstream. Although introverts struggle with what nowadays is considered sociable and assertive, modern research ( Braun, 2017 ; Guettaf, 2019 ) suggests that introverts can improve their public speaking skills with the right guidance and proper opportunity. Bringing little but substantial changes in how group assignments and presentations in class are thought-out can bring introverts and extroverts closer together and encourage them to shine in their unique way.

Oral presentations have been recognised as an essential part of university students' assessments. In most of the courses taught in the English department, students have to perform oral presentations as a part of their assessment. One purpose of the oral presentation is to assess learners' understanding of a course, but the primary purpose is to improve learners' proficiency in English. Among the many advantages of oral presentations for the students are bridging the gap between language study and language use and using the four language skills in a naturally integrated way ( King, 2002 ). In oral presentations, teachers assess grammar, vocabulary, pronunciation, content and fluency, making learners stressed and anxious as they become overconscious of their mistakes. However, due to their anxiety, introverted, shy and nervous EFL students find it more challenging to stand in the front of the class and perform their presentations. It is crucial to note that involuntary participation in the presentation task will have nothing but an adverse effect on introverted students. The digital transformation in response to the COVID-19 pandemic has allowed students to make their presentations online with less fear or worries they might encounter compared to face-to-face in-class presentations. In the present study, from the responses of the samples collected through the questionnaire, the researchers observed that a considerable number of the participants tend to show characteristics of introverts. This study investigates the benefits of online presentations to nervous and introverted students in reducing their stress and anxiety.

Online presentations introduced by remote teaching present new logistics and opportunities to explore different scopes. While planning online presentations, students can either conduct a live presentation (synchronous) with the class via Zoom or prerecord their presentation for instructors and peers to view later, named asynchronous presentations ( Ahmad and Bokhari, 2013 ). The asynchronous presentation can encourage introverted learners to do more presentations and learning activities. It can save them from going into any real-time interactions, which can contribute to building up their confidence for future synchronous and in-class presentation activities.

1.1 Questions of the study

What is the reality of the students with introverted personalities in the classroom?

What are the reasons for the introverted EFL learners' preference for online presentations?

To what extent do online presentations reduce introverted students' anxiety and stress?

What are the effects of online presentations on the learners' overall performance?

Do online presentations encourage learners to perform more online and in-class presentations?

Should the policymakers keep online presentations as a mode of assessment even after the education system returns to normality?

2. Literature review

Many research papers studied the anxiety of learners who perform oral presentations in the classroom. However, a few studies examined the positive effects of e-learning or technology reliant assessment on decreasing learners' stress and anxiety. Such studies dealt with the positive effects of distance education or e-learning on reducing learners' anxiety in general ( Asif, 2017 ; Al-Hnifat et al. , 2020 ; Braun, 2017 ). However, there is hardly a study that sheds light on the reality of introverted learners in the context of classroom presentations and the effects of online presentations on reducing their stress and anxiety.

Many students experience speaking anxiety (SA) when they give oral presentations in front of the class. It is the feeling of shame, embarrassment and fear of making mistakes during speaking ( Al-Hnifat et al. , 2020 ). To further elaborate, “Speaking in the foreign language is often cited by students as their most anxiety-producing experience” ( Young, 1990 ). This phenomenon refers to the students in general, but further complexity is added when other personality issues hinder their learning and proper assessment. Jung (1971) cast a new light on understanding human behaviour from the perspective of personality traits. Knowledge of these traits can help teachers to understand their students in a better way. He used the term “Psychological Type” to describe the relative degree to which people possess what he defined as extroverted and introverted mental attitudes. Jung (1971) identified extroversion and introversion as two central processes: directing attention and deriving personal energy. Jung (1971) used extroversion to refer to the dual processes of focusing on and deriving power from the outer world (outward orientation). The term introversion refers to the process of focusing on and drawing energy from inner psychic actions (inner orientation). Thus, for Jung (1971) , extroverts are comparatively more dedicated to the activities and things in the world around them than to their inner lives. Introverts, in contrast, are introspective and self-reflective. Their energy is drained rather than replenished by the outside world. Extroversion/introversion is identified in the psychological literature as a critical dimension of human personality that enforces physiological limits on who we are and how we act. In recent years, EFL educators, policymakers and teachers have been trying to develop teaching materials and assessment policies to incorporate all different types of learners.

In line with this, Rauch (2003) indicated that about a quarter of the people around the globe are introverts. He also added that introverts always need to turn off and recharge after social contact with other people. As Hakim (2015) mentioned, Sunartyo (2008) supported the theories above, stressing that introverts find it difficult to express their idea in front of people. Sometimes they fear open conversation with other people and quickly get offended, which causes them to feel unconfident.

I sometimes feel anxious speaking Arabic in front of the public. Nevertheless, speaking English is very hard job. You can’t see how difficult it is for me to talk in English in classroom. I know this refers to my personality.
I sometimes remain worried in classroom because of the fear that the instructor will only request me to speak, but sometimes the instructor even does not observe me, and I experience anxiety without any cause.

They concluded that students with introverted personalities are more likely to have anxiety while doing oral presentations in public.

In their paper, Huang and Hwang (2013) studied the relationship between e-learning environments and learners' anxiety. They found that multimedia environments can reduce students' anxiety, provide a less stressful classroom environment and enable the teachers to help their learners improve their English performance. Considering the abovementioned facts, Shahi (2016) conducted a study on the impact of e-learning, in which online presentation is one of the assessment methods, on improving Iranian EFL learners' language skills and how it decreases learning anxiety. The study sample includes 120 undergraduate EFL university students majoring in computer engineering and IT. They were given a pretest, posttest and questionnaire. The study showed that e-learning, which includes online presentations, improves students at various language proficiency levels. It also displayed proof that using such a learning method develops the learners' collaborative skills and reduces their anxiety and stress in the classroom environment.

After reviewing student experiences, McBain et al. (2016) concluded that online presentations are a valid, engaging and successful method for student learning. Before McBain et al. (2016) , Holland (2014) focused on the professional and practical benefits of students' web-based multimedia presentation in a business-studies course. To enumerate the efficacy of online presentation, in a course on public speaking Campbell (2015) instructed his students to prepare two individual presentations: a webinar and a face-to-face presentation. The audience and the presenter were present concurrently in both modes. In the survey preceded by the presentations, 13% more students indicated a preference for the webinar than the face-to-face presentation, and most students reported experiencing a greater level of anxiety in face-to-face presentations ( Campbell, 2015 ).

The study aims to fill the literature gap by assessing introverted EFL students' perceptions of in-person and online presentations and examining possible correlations between online presentations and stress/anxiety reduction.

3. Participants and methodology

3.1 participants.

Participants in this study were Saudi undergraduate students enrolled in the English Department from Level 1 to 8 at the College of Languages and Translation in King Khalid University. In total, 239 females aged between 19 and 24 participated in the study. Also, the sample of participants selected in this study represented a wide range of proficiency levels and could be considered representative of EFL students in the present study context in general.

Data collection took place in April 2021. Verified Arabic translation was added to the questions using an online questionnaire. One of the researchers translated the questionnaire and had it verified by an Arabic-speaking teacher teaching in the English Department. The first part of the questionnaire provided information about the aims, methodology, expected outcomes of the research and instructions for the students on how to save their answers. On the same page, the participants were fully assured that participation was voluntary. The students were also informed that their responses were confidential and anonymous. They were also assured that their responses would not be disclosed to anyone other than the researchers of the paper.

3.2 Methodology

A pilot study was done by giving the first draft of the questionnaire to three students studying in the department of English to ensure the clarity of the language used in the questionnaire. The structured questionnaire consists of 15 items on a five-point Likert-type scale, which is a suitable and reliable approach considering the nature of the research questions, its instruments and the number of participants. The digital questionnaire was prepared using Google Forms, and the link was shared with the students to collect their responses. Then students' responses were displayed through the data analysis option of Microsoft Excel. The data gathered were descriptively analysed. Relevant discussion and analysis were added to give the dissertation a complete form that can provide educators insight into the discussed issue.

3.3 Data analysis

The electronic results of the questionnaire were analysed using Microsoft Excel. The results are presented in Table 1 and Figure 1 below.

Table 1 and Figure 1 illustrate all the responses to 15 questions in the questionnaire:

4. Analysis and findings

Figure 1 indicates that 128 students out of 239 strongly agreed that they prefer online presentations because they make them feel less stressed and less anxious than when they give presentations in the classroom.

Concerning the second item of the questionnaire, 85 students strongly agreed that they suffer from stress and anxiety, but online presentations have helped them overcome stress and anxiety.

Looking at the third item, 108 students strongly agreed that success in online presentations increases their self-confidence and reduces their anxiety, and 89 students agreed with the statement. On the other hand, only 10 students strongly disagreed, and 11 students disagreed with the idea. However, 21 students were in the middle of the road.

The results of Item 4 demonstrate that 118 students strongly agreed that online presentations helped them control stress as they do not see the reactions on the faces of the teachers or fellow students. Also, 79 students agreed with the statement.

Results of Item 5 show that 111 students (46%) strongly agreed that they feel less stressed when performing online presentations because they do not have to worry about their gestures. Also, 83 students (35%) agreed with the statement.

Results of Item 6 show that 103 students strongly agreed that the feeling of being stressed by the teacher, which distracts them and increases their stress, does not exist while performing online presentations. Also, 84 students agreed with the statement.

Item 7 results show that 69 students strongly agreed that they do not feel a pounding heart, dry mouth, stomachache or sweating hands while giving an online presentation; also, 65 students agreed.

Results of Item 8 demonstrate that 111 students firmly agreed that they feel more comfortable and less nervous behind the computer screen at home when they perform online presentations, whereas 86 students showed agreement.

Regarding Item 9 results, 89 students strongly agreed that they do not have to worry about anything except being well-prepared for online presentations, and 87 students showed their agreement with this.

Results of Item 10 illustrated clearly that a significant portion of the students, 103 (43%), firmly agreed that online presentations decrease their fear of forgetting some parts of the presentation, and 87 (36%) students showed their agreement.

Item 11 results showed that 86 students strongly agreed that they make fewer grammatical mistakes when performing online presentations, and 91 agreed with the statement.

Concerning the results of Item 12, 90 students (38%) strongly agreed that they could concentrate on pronouncing words or phrases correctly when they performed online presentations; also, 88 (37%) students showed their agreement.

Responses to Item 13 showed that 103 students strongly agreed that there is no direct eye contact with teachers or the class while performing online presentations, which makes them speak more confidently, and 80 students showed their agreement.

Results of Item 14 indicated that 83 students showed strong agreement that their experience with online presentations encourages them to perform more online presentations, whereas 72 students showed agreement with this statement.

Item 15 results showed that 55 students firmly agreed that their experience with online presentations encourages them to perform presentations in the classrooms, and 64 students agreed with the statement.

5. Discussion

To talk about the reality of the students with introverted personalities in the classroom, we have to be aware of the fact that introverts are drawn more to internal pursuits for making meaning of their observations, thoughts and impressions of the world around them. Generally, they do not participate in external pursuits as actively or as frequently as their extroverted counterparts. Introverts may have excellent social skills and enjoy social contact, but it is often with smaller groups and for a shorter duration. Too much external stimulation or activity tends to be draining for introverts. It is not surprising that most cultures worldwide tend to favour extroversion in the classroom. With introverts making up an estimated one-third of the learners, the individual learning of introverts may be adversely impacted by the face-to-face in-class presentations. Course-related online presentation opportunities can alter this situation.

The reasons why introverted learners prefer online presentations are reflected in the result of the questionnaire. From the result, irrespective of having introverted or extroverted personalities, most students see the online presentation as an opportunity to develop their confidence in public speaking by reducing stress and anxiety. Sheldon (2008) studied the relationship between unwillingness to communicate and students' Facebook use. He found that shy and introverted students are likelier to use Facebook and other social media to connect with classmates. Naturally, these students feel entirely drained when they require an in-person presentation to fulfil their course requirements. The educators can allow them to thrive by offering them the chance to give their presentations online, which will work as a stimulation for them to discover that they can do well in public speaking based on their online performance. It would be a triumph for both ends: educators and learners.

From the questionnaire, it is clear that online presentation reduces introverted students' anxiety and stress to a great extent. There is no doubt that classroom presentations are an ideal way for students to demonstrate their mastery of a topic. Short and casual presentations can be considered small assignments, and large-scale presentations can be counted as midterm or final exams. With the rapid transitions in how students learn, there have been many discussions about the effects and impacts of online presentations on how students learn and what support they need. It is well-established that online education, with asynchronous discussions and means to participate, can result in broader participation from students. It helps introverts find their voice and have their voices heard ( Fry, 2020 ).

The effects of online presentations on the learners' overall performance are notable. Most learners who suffer from personality issues and do not practice speaking English in public keep silent and prefer to do paperwork rather than spoken activities. Also, suffering from anxiety while performing oral presentations is a normal feeling for most learners. They may be competent in writing English but lack the confidence to speak it out. With more oral presentations, they gradually overcome their fears and build self-confidence. Still, some learners are naturally anxious and do not dare to speak in front of the whole class, and they need an opportunity to practice speaking. They find it relieving if they talk to the teacher alone or speak behind their computer screens. Online presentations help them communicate with less anxiety than while speaking to the whole class. In this study, the researchers find that contemplative and quiet introverted learners' expectations met well through the online oral presentation experience. Undoubtedly, online presentations reduce all types of learners' anxiety and stress and improve their spoken English proficiency.

To find the answer whether online presentations encourage learners to perform more online and in-class presentations or not, we need to consider the fact that as online presentations play a vital role in improving learners speaking skills, EFL learners find themselves involved in such presentations with self-confidence. Self-confidence can be defined as how a student feels about himself or herself and of his or her abilities in learning ( Briggs, 2014 ; Salim, 2015 ). If students are expected to develop independence in their learning, they need to be provided with the space to act as autonomous and self-regulated learners ( Rivera, 2012 ). Students perceived that online presentations improved their understanding of the course content, taught them to research independently and encouraged better class interactions and group learning ( Ghorbani and Ghazvini, 2016 ; Higgins-Opitz and Tufts, 2010 ).

It is highly recommended that educators and policymakers consider online oral presentations as a part of students' assessment system even if the education system is back to normality to ensure a fair chance for all students with heterogeneous personality traits.

6. Conclusion

From the Saudi perspective, graduates' communicative ability is not as high as expected ( Alqahtani, 2018 ). At the tertiary level, even though preparatory programs teach the four basic skills of English to enhance students' proficiency, they may still lack the ability to communicate successfully in English. By incorporating online presentations into the course work, teachers can help the students improve their communication skills while staying within their comfort zone.

This research has several important recommendations for language learners, teachers and educational policymakers. Incorporating online presentations as part of the regular curriculum as one of the assessment methods presents some advantages and also some challenges for students and teachers. First, online presentations should be pedagogically improved by designing suitable course content and course delivery. Second, the technical knowledge and support necessary for the students to deliver online oral presentations effectively should be provided. Then, also the teachers should receive training and software support needed to handle online presentations as an assessment method.

7. Limitations and future studies

online presentations for students

Results of the students' questionnaire

online presentations for students

Students' responses to the 15 questionnaire questions and their average

Note(s): (SA) = Strongly agree, (A) = Agree, (N) = Neither agree nor disagree, (D) = Disagree and (SD) = Strongly disagree

The questionnaire

EFL learners' anxiety and stress in performing oral presentations using an online platform (Blackboard live sessions or the zoom platform).

Table 1 and Figure 1 illustrate all the 15 questions in the questionnaire:

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Huang , P. and Hwang , Y. ( 2013 ), “ An exploration of EFL learners' anxiety and e-learning environments ”, Journal of Language Teaching and Research , Vol.  4 No.  1 , p. 27 .

Jung , C.G. ( 1971 ), Psychological Types the Collected Works of CG Jung , Tr. HG Baynes. Rev. RFC Hull , Princeton UP , Princeton .

King , J. ( 2002 ), “ Preparing EFL learners for oral presentations ”, Dong Hwa Journal of Humanistic Studies , Vol.  4 , pp.  401 - 418 .

McBain , B. , Drew , A. , James , C. , Phelan , L. , Harris , K.M. and Archer , J. ( 2016 ), “ Student experience of oral communication assessment tasks online from a multi-disciplinary trial ”, Education + Training , Vol.  58 No.  2 , pp.  134 - 149 .

Rafada , S.H. and Madini , A.A. ( 2017 ), “ Major causes of Saudi learners' speaking anxiety in EFL classrooms ”, International Journal of English Language Education , Vol.  5 No.  1 , pp.  54 - 71 .

Rauch , J. ( 2003 ), “ Caring for your introvert ”, The Atlantic , pp. 23 - 25 , available at: ( accessed 15 July 2022 ).

Rivera , A. ( 2012 ), “ Active learning ”, available at: ( accessed 29 July 2022 ).

Salim , A. ( 2015 ), “ General self-confidence and its implication on STUDENTS†TM achievement in oral presentation ”, JEELS (Journal of English Education and Linguistics Studies) , Vol.  2 No.  2 , pp. 35 - 42 .

Shahi , M.J. ( 2016 ), “ The impact of e-learning on improving Iranian EFL learners' language skills: decreasing learning anxiety ”, Journal of Fundamental and Applied Sciences , Vol.  8 No.  3 , pp.  261 - 275 .

Sheldon , P. ( 2008 ), “ The relationship between unwillingness-to-communicate and students' Facebook use ”, Journal of Media Psychology: Theories, Methods, and Applications , Vol.  20 No.  2 , p. 67 , doi: 10.1027/1864-1105.20.2.67 .

Sunartyo , N. ( 2008 ), Kupas Tuntas Psikotes. Jogjakarta , Diva Press , Jakarta .

Young , D.J. ( 1990 ), “ An investigation of students' perspectives on anxiety and speaking ”, Foreign Language Annals , Vol.  23 No.  6 , pp.  539 - 553 .

Further reading

Barry , S. ( 2012 ), “ A video recording and viewing protocol for student group presentations: assisting self-assessment through a Wiki environment ”, Computers and Education , Vol.  59 No.  3 , pp.  855 - 860 .

Coplan , R.J. and Xiao , B. ( 2020 ), “ Shyness ”, Encyclopedia of Personality and Individual Differences , Vol.  6 No.  2 , pp. 4939 - 4943 , doi: 10.1007/978-3-319-24612-3_1113 .

Fry , M. ( 2020 ), “ Temperament-inclusive pedagogy: helping introverted and extraverted students thrive in a changing educational landscape ”, available at: ( accessed 29 July 2022 ).

Majid , F.A. , Sharil , W.N.E.H. , Luaran , J.E. and Nadzri , F.A. ( 2012 ), “ A study on the on-line language learning anxiety among adult learners ”, International Journal of E-Education, E-Business, E-Management and E-Learning , Vol.  2 No.  3 , p. 187 .

Nadia , Z.I.T.O.U.N.I. ( 2013 ), “ The use of students' oral presentations in enhancing speaking skill in the English language classrooms ”, (Master's thesis) .

Shalevska , E. ( 2021 ), “ The introverted students in the modern ESL/EFL classroom ”, The Online Journal of New Horizons in Education , Vol.  11 No.  2 , p. 93 .

Shirvan , M.E. and Taherian , T. ( 2018 ), “ Longitudinal examination of university students’ foreign language enjoyment and foreign language classroom anxiety in the course of general English: latent growth curve modeling ”, International Journal of Bilingual Education and Bilingualism , Vol.  24 No.  1 , pp. 31 - 49 , doi: 10.1080/13670050.2018.1441804 .

Woodcock , P. ( 2012 ), “ Bravery, technological literacy and political philosophy: replacing oral presentations with student-created video presentations ”, Enhancing Learning in the Social Sciences , Vol.  4 No.  2 , pp.  1 - 9 .

Zhou , M. ( 2016 ), “ The roles of social anxiety, autonomy, and learning orientation in second language learning: a structural equation modeling analysis ”, System , Vol.  63 , pp.  89 - 100 .


The authors would like to acknowledge the College of Languages and Translation at King Khalid University and thank all those who supported and contributed to this project directly or indirectly.

Corresponding author

About the authors.

Anjum Mishu is a lecturer at the Faculty of Languages and Translation in King Khalid University in Saudi Arabia. She teaches English Language and Literature courses to undergraduate students. She did her BA and MA in English Literature from Khulna University, Bangladesh. Later on, she did CELTA from International House, Dubai. Currently, she is doing her MPhil at Khulna University in Bangladesh. Her research interests include a psychoanalytic study of literary texts, integrating literature in ELT and interdisciplinary studies between psychology and ELT.

Hanan Abdullah Mohammed is a lecturer in the Faculty of Languages and Translation, King Khalid University, Abha, Saudi Arabia. She did her BA and MA in English from Taiz University, Yemen. She teaches English Language courses to undergraduate students. Her research interest is in applied linguistics and sign language.

Sabreen Ahmed A. Hakami is currently a teaching assistant at the English Department, Jazan University in Jazan. She was previously employed at the faculty of languages and translation, King Khalid University in Abha. She got her BA in English Language in 2018. She has taught many language skills courses. Her research interests include cognitive linguistics, language teaching, digital communication, and literature.

Gaus Chowdhury is a lecturer in English at the English Language Center in King Khalid University, Saudi Arabia. He did his BA and MA in English Literature from Khulna University, Bangladesh. He did CELTA in 2011 from International House, Dubai. He teaches English language skill courses to preliminary year students. His research interest includes computer assisted language learning (CALL), content and language integrated learning (CLIL) and mobile platform-based language teaching.

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11 Interactive Presentation Games to Win Easy Engagement in 2023

11 Interactive Presentation Games to Win Easy Engagement in 2023

Lawrence Haywood • 28 Apr 2023 • 9 min read

So, how to make a presentation engaging? Audience attention is a slippery snake. It’s difficult to grasp and even less easy to hold, yet you need it for a successful presentation. No to Death by PowerPoint, no to drawing monologues; it’s time to bring out the interactive presentation games !

These 11 games below are perfect for an interactive presentation . They’ll score you mega-plus points with colleagues, students, or wherever else you need a kick of super-engaging interactivity… So let’s check out those exciting presentation formats!

Table of Contents

#1: live quiz, #2: what would you do, #3: key number, #4: guess the order, #5: 2 truths, 1 lie.

#7: Obscure Word Cloud

#10: Spin the Wheel

Presentation Games for PowerPoint – Yes or No?

Frequently asked questions.

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Is there any event that hasn’t been immediately improved with some trivia?

A live quiz is an evergreen, ever-engaging way to consolidate your presentation’s info and check the understanding of it all amongst your audience. Expect big laughs as your audience competes fiercely over who was listening to your presentation the most complex.

How to make it…

Learn how to set up your presentation quiz for free in just a few minutes! 👇

Put your audience in your shoes. Give them a scenario related to your presentation and see how they would deal with it.

Let’s say you’re a teacher giving a presentation on dinosaurs. After presenting your info, you would ask something like…

A stegosaurus is chasing you, ready to snap you up for dinner. How do you escape?

After each person submits their answer, you can take a vote to see which is the crowd’s favourite response to the scenario.

This is one of the best presentation games for students as it gets young minds whirring creatively. But it also works great in a work setting and can have a similar freeing effect, which is especially significant as a meeting ice breaker .

SimpsonsQOTD on Twitter: "“Oh, and don't bother calling 911 anymore. Here's the real number.”" / Twitter

No matter the topic of your presentation, there’s sure to be a lot of numbers and figures flying around.

As an audience member, keeping track of them isn’t always easy, but one of the interactive presentation games that makes it easier is Key Number .

Here, you offer a simple prompt of a number, and the audience responds with what they think it refers to. For example, if you write ‘ $25′ , your audience might respond with ‘our cost per acquisition’ , ‘our daily budget for TikTok advertising’ or ‘the amount John spends on jelly tots every day’ .

If keeping track of numbers and figures is challenging, it can be even tougher to follow entire processes or workflows explained in a presentation.

To cement this information in your audience’s mind, Guess the Order is a fantastic game for presentations.

You write the steps of a process, jumble them up, and then see who can put them in the right order the fastest.

A slide after players have voted on which of 3 stories is the lie.

You might have heard of this one as a great icebreaker, but it’s also one of the top presentation games for checking who’s paying attention.

And it’s pretty simple to do. Just think of two statements using the information in your presentation, and make another one up. Players have to guess which is the one you’ve made up.

This one is a great re-capping game and works for students and colleagues.

#6: 4 Corners – Interactive Presentation Games

4 corners: one of the presentation games that helps get audience attention.

The best presentations are ones that spark a bit of creative thinking and discussion. There’s no better presentation game for evoking this than 4 Corners.

The concept is simple. Present a statement based on something from your presentation that’s open to different points of view. Depending on each player’s opinion, they move to a corner of the room labelled ‘strongly agree’, ‘agree’, ‘disagree’ or ‘strongly disagree’ .

Maybe something like this:

An individual is shaped more by nature than nurture.

Once everyone is in their corner, you could have a structured debate between the four sides to bring different opinions to the table.

word cloud slide as part of presentation games on AhaSlides.

Live word clouds are always a beautiful addition to any interactive presentation. If you want our advice, include them whenever you can – presentation games or not.

If you do plan to use one for a game in your presentation, a great one to try is Obscure Word Cloud .

It works on the same concept as the popular UK game show Pointless . Your players are given a statement and have to name the most obscure answer they can. The least-mentioned correct answer is the winner!

Take this example statement:

Name one of our top 10 countries for customer satisfaction.

The most popular answers may be India, USA and Brazil , but the points go to the least mentioned correct country.

Word Clouds for Every Presentation

Get these word cloud templates when you sign up for free with AhaSlides!

What to do with collaborative word cloud

For Ice Breaking

What to do with collaborative word cloud

For Testing

What to do with collaborative word cloud

#8: Heart, Gun, Bomb.- Interactive Presentation Games

online presentations for students

This one’s a great game to use in the classroom, but if you’re not looking for presentation games for students, it also works wonders in a casual work setting.

Heart, Gun, Bomb is a game in which teams take turns to answer questions presented in a grid. If they get an answer right, they either get a heart, a gun or a bomb…

All teams start with five hearts. The team with the most hearts at the end, or the only surviving team, is the winner!

>>> Get more interactive presentation ideas (Interactive PowerPoint ideas) with AhaSlides

#9: Match Up – Interactive Presentation Games

Here’s another quiz-type question that can be a great addition to your roster of presentation games.

It involves a set of prompt statements and a set of answers. Each group is jumbled; the players must match the information with the correct answer as quickly as possible.

Again, this one works well when the answers are numbers and figures.

If there’s a more versatile presentation game tool than the humble spinner wheel , we aren’t aware of it.

Adding the random factor of a spinner wheel might be just what you need to keep engagement in your presentation high. There are presentation games you can use with this, including…

Tip 💡 You can choose the AhaSlides spinner wheel to use your participants’ names, so you don’t have to fill in the entries manually! Learn more interactive presentation techniques with AhaSlides

#11: Q&A Balloons – Interactive Presentation Games

Foil Balloon Question Mark by PixelSquid360 on Envato Elements

This one’s a great way to turn a regular end-of-presentation feature into a fun, engaging game.

It’s got all the hallmarks of a standard Q&A, but this time, all the questions are written on balloons.

It’s a super simple one to set up and play, but you’ll see how motivated participants are to ask questions when it involves balloons!

So, how do you feel about AhaSlides’s creative ideas for presentations? Being by far the most popular presentation tool on the planet, you may want to know if there are any presentation games to play on PowerPoint.

Unfortunately, the answer is no. PowerPoint takes presentations incredibly seriously and doesn’t have a lot of time for interactivity or fun of any kind.

But there’s good news…

It is possible to directly embed presentation games into PowerPoint presentations with free help from AhaSlides.

You can import your PowerPoint presentation to AhaSlides with the click of a button, then place interactive presentation games like the ones above directly between your presentation slides.

💡 PowerPoint presentation games in less than 5 minutes ? Check the video below or our quick tutorial here to find out how!

Got a question? We've got answers.

Benefits of Playing Interactive Presentation Games?

How to make presentations more engaging, creative ways to present a project without powerpoint.

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Lawrence Haywood

Former ESL teacher and quiz master converted to the wild slide. Now a content creator, traveller, musician and big time slider preaching the good word of interactivity.

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Center for Teaching and Learning

Engaging students with asynchronous online presentations.

In this module, you will learn how you can enable your students to develop, deliver, and discuss their asynchronous multimedia presentations online by using VoiceThread. 

Why Online Presentations and Discussions?

Student presentations are an engaging experience but often require a big chunk of in-person class time for everybody to present. 

For online or hybrid classes, what would be the best way for students to present and discuss their work?

Having students do presentations enables them to take an active role in the process of their learning. This process can help students strengthen their learning by allowing them to take responsibility for developing and delivering a presentation on the new knowledge they have acquired. Students will also be able to develop and improve their research, design, and communication skills, which are broadly applicable to their future employment. Student presentations can be used to facilitate peer learning. Students in the audience will be able to watch and learn from the presentations, especially if they are provided with an opportunity to ask questions or comment on the presentations. 

In an in-person class, you might simply have presenters stand at the front of a classroom and utilize the overhead projector. In online and hybrid classes, live presentations can be conducted via video conferencing systems such as BlueJeans and Microsoft Teams. 

No matter you are in-person or online, depending on the class enrollment, the presentations may require considerable class time. Because of the class time limit, this can result in having to cut many important aspects of presentations such as audience comments and discussions, instructor critique, or even limited presentation time to less than optimal amounts. Asynchronous presentations could help address these issues by giving students more time to develop their own presentations and an opportunity to reflect and comment on others'. 

Technology for Online Presentation and Discussions: VoiceThread

About VoiceThread

VoiceThread (VT) is best used for creating, sharing, and commenting on assignments that involve the use of text, images, audio, and video.  Some ideas and examples of its applications could include but are not limited to: 

VT is integrated with Canvas. While these learning activities might also be done with other tools in Canvas, the key advantage of VT is that it makes it easy for instructors and students to interact and communicate with multiple modalities. 

What Can You Do with VoiceThread?

Add VoiceThread to a module or course navigation

You can add VT as a module item, which provides a link that you can set up to either go to a collection of your VTs for that course, the VT homepage, or direct students to a specific VT.

The VoiceThread link you can add to your course navigation homepage (through settings) will also allow for these options during the initial setup.

Configure a VT link

After you have added a VT link in your course (to a module or the course Navigation), you will choose what you want your students to see and do when they click that link. Here are four options for your configuration:

Course View : This option takes your students to the main VT page for your course, where they will see all the VTs shared with the course. VT Home : Display all of a student’s VoiceThread content in a single view. This includes all VoiceThreads they have made and all courses that belong to them. This option is useful if you want to create a simple portal into VoiceThread without directing students to any specific content. Individual VT : Display a particular Voice Thread you want to directly take students to.  It is a good choice if you want students to view and/or comment on a specific VT.

VoiceThread Link options

Add VT as an assignment

When you create a VoiceThread Assignment in Canvas, you will need to select External Tools as the submission type, locate VT from the list, and select it. 

After you have the Canvas assignment, you will see the same list of link options as when creating a VT link in a module, but there is 1 additional option called "Assignment Builder" that will help guide you through setting up VT as an assignment.

VoiceThread Assignment link Options

Create a VT assignment

You can create three types of assignments:

Create a VT: It requires students to create their own VT and submit it for grading. Submit a comment: It requires students to submit one or more comments on a VT of your choice.  Watch a VT: Requires students to watch a VT of your choice from start to finish.

VoiceThread Assignment options

Grade a VT assignment

You may enter a percentage grade between 0 and 100. The corresponding assignment can have any point value you wish to assign to it. The percentage from VT will be multiplied by the point value to produce the correct number of points in the Canvas Gradebook. You can also setup a VT assignment to be pass/fail and reward points based on completion alone.

Remind students who have no submissions

You can send an email reminder to those students who have not yet submitted their assignments.

Student Gallery

Student Gallery is a great option for doing a peer reviewed assignment. Student Gallery allows students to see all student VoiceThread submissions for a single assignment in a single collection, separated from the other assignments.  Additionally, when finalizing the VT assignment you can select an option to "Allow students to view assignment after submitting" which will require that they submit their own VT submission before viewing others'.

Create groups and contacts

Creating groups or contacts would allow you to share VTs with a specific group of students or an individual student.

Moderate comments

You can choose to moderate comments by reviewing all comments to make sure they are appropriate before releasing them to the class.

How Does VoiceThread Work?

Setting up VoiceThread in Canvas

The video tutorial below gives you an overview of how VoiceThread works in Canvas. Please note that VoiceThread is going through a transition to a new assignment builder. As such, please ignore the VT  assignment options in the Canvas video. If you are interested in using VT assignment, continue on down this page to view the updated VT assignment builder videos.

VoiceThread Assignments

The video tutorials below give you an overview of how to setup and use the different types of assignments in VoiceThread.

Grade VoiceThread Assignments

The video tutorial below gives you an overview of how grading works in a VoiceThread Assignment.

To learn more about using VoiceThread in Canvas please visit  the vendor's documentation page for instructors . 

To learn more about using VoiceThread for assignments, please visit  this updated documentation page for instructors .

Strategies for Using VoiceThread

Online Discussion Netiquette

Recommended Resources

VoiceThread Workshops : VoiceThread offers a variety of virtual workshops for training on how to use different features and functionalities of VoiceThread. You may register and attend those that interest you. 

VoiceThread Digital Library : The digital library is a database of articles in which educators share their experiences of using VoiceThread in different disciplines. 

Georgia Tech VoiceThread KnowledgeBase  -This knowledge base article is maintained by the local OIT support for VoiceThread and will be updated to provide new information about VoiceThread features and other information.

Help & Support-  If you encounter any issues using VoiceThread or have questions about how it works, you or your students can contact either   VoiceThread support directly   or reach out to the   Georgia Tech Digital Learning Team .


This module was compiled by the following CTL staff and was last updated on June 14, 2021. 

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    Try Prezi for education and discover why Prezi is such an effective presentation tool for teachers and students. Prezi works as a visual learning aid to boost student engagement and retention. For better lesson plans and school presentations, Prezi is best in class.

  14. Online Student Presentations

    You can provide guidelines for the presentation just as you would for "in-class" presentations, including length, requirements for accompanying visuals, etc. Presentation recording can be done with Zoom, by having the presenter start a meeting (students can use their personal Zoom meeting room), turn on video, share the appropriate visuals ...

  15. 12 Tips to Give an Amazing Online Presentation

    Online presentations should be simple and straightforward, like live presentations. The biggest difference here is that your audience will likely be straining their eyes, trying to look at their (potentially tiny) computer screens while you are giving a presentation. ... I usually give some advice to my engineering students for doing good ...

  16. The impact of online presentations on reducing the introverted EFL

    While planning online presentations, students can either conduct a live presentation (synchronous) with the class via Zoom or prerecord their presentation for instructors and peers to view later, named asynchronous presentations (Ahmad and Bokhari, 2013). The asynchronous presentation can encourage introverted learners to do more presentations ...

  17. Google Slides: Sign-in

    Sign in. to continue to Slides. Email or phone. Forgot email? Not your computer? Use a private browsing window to sign in. Learn more. Next.

  18. Free Google Slides themes and Powerpoint templates

    Discover the best Google Slides themes and PowerPoint templates you can use in your presentations - 100% Free for any use. ... This creative template was designed with elementary students in mind, and it's perfect for presenting educational content in an engaging and informative way. With a cream background and colorful illustrations of ...

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    Interactive Presentation Games. Interactive Presentation Games. This one's a great game to use in the classroom, but if you're not looking for presentation games for students, it also works wonders in a casual work setting. Heart, Gun, Bomb is a game in which teams take turns to answer questions presented in a grid.

  20. Engaging Students with Asynchronous Online Presentations

    Create a VT for students to practice using it: If students are expected to record and post audio and video for a graded assignment, it is ideal that they can practice and ensure that they are able to do that with their devices.; Provide students with online netiquette guidelines: These guidelines will help you set expectations on creating a safe, friendly, and encouraging learning community ...