Many technologies used in the classroom have the main objective to provide the teacher with support tools, for the extension and integration of the lecture. And also the objective to provide the class with a shared presentation and a tool that would improve the quality of the teaching/learning processes and the delivery of information that are produced.
We report the results of a survey conducted with 163 University students who were asked to listen to a lecture accompanied by a PowerPoint presentation, prepared according to the most frequent formats. The written presentation had 3 degrees of concision/redundancy: it was fully redundant with the oral message, partially redundant (main points were selected), or had a different linguistic form (paraphrase of the message).
The focus of this paper is therefore on the following question:
What happens when the on-screen presentation does not correspond to the oral presentation of the lecturer, because the linguistic formulation is different and the order of presentation of the information does not match?
The situation requires constant attention and concentration, giving little time to retrieve information not fully heard, understood or analyzed. In this situation, each element of disturbance is truly such, it interferes with the construction of a mental representation of the message.
