Project Title: The role of lecture slide typeface on inclusivity within a classroom setting
Research Question: How do different typefaces influence students’ perceptions of inclusivity and comprehensibility in classroom slide presentations?
The project aims to explore the impact of PowerPoint presentation design on learning effectiveness across a wide range of students and the perception of inclusivity of the slides evaluated directly by the students. The project will specifically focus on the effects of typeface (i.e., curvilinear vs. angular fonts), based on two types of evidence: 1. Critical evaluation of existing empirical research, and 2. Primary data collected in a classroom setting.
I would like to clarify that the research project focuses on two types of inclusivity. On the one hand, the project will explore whether there are certain typefaces that appear more friendly and inclusive than others (i.e., students directly evaluate the perception of inclusivity of the slides). On the other hand, the project will explore whether certain typefaces are comprehended by a larger number of students (i.e., students directly evaluate the comprehensibility of the slides). In doing so, the project promotes inclusivity as a positive experience without the classroom as well as maximisation of accessibility to all students within a classroom setting.
Why this research project?
Firstly, the Curvature Effect denotes that human psychology is sensitive to the physical properties of objects, such that curvilinear contours (as opposed to angular contours) trigger an emotionally positive response (e.g., Bar and Nesta, 2006). Recent evidence further suggests that the positive impact of curvature can be explained via the human approach-avoidance spectrum (e.g., Palumbo, Ruta, & Bertamini, 2015; Tawil, Elias, Ascone, & Kuhn, 2024). In other words, people associate friendliness and general approachability with rounded objects, whereas they associate threat and danger with angular objects. This means that one can expect viewing rounded objects to give a sense of inclusivity and safety, as has been demonstrated also by the fact that people wish to enter curvilinear spaces more than angular spaces (e.g., Vartanian et al., 2019). Specifically, recently studies have found further evidence of this curvilinearity vs. angularity effect using typefaces (Velasco, Woods, Hyndman, & Spence, 2015). This can lead to the generation of the following research question: How do different typefaces influence students’ perceptions of inclusivity and comprehensibility in classroom slide presentations?
It shoudl also be added that there is much literature on the relationship between font type, screen readability, and dyslexia (e.g., Rello & Yates, 2016). This literature can be used as a justification and interpretation for how certain design elements of lecture slides can provide wider accessibility across the classroom. Taking this literature, the present study fits nicely into the domain of accessible design.