They generally used the Prezi technique of grouping elements and constructing a pathway between groups. Most made their presentations less linear than they would have been in PowerPoint. Results showed that both sets of students used the new tool well despite minimal direct instruction. Each instructor/researcher also viewed videos of the presentations from the other class and evaluated these presentations using the same set of questions. An additional 13 questions were added to the instructor instrument. The instructor/researchers also used the same questions to evaluate her class. They also completed an 8-question self-evaluation of their or their team's presentation. Students evaluated each other's presentations on 10 attributes and answered two open-ended questions about the presentations. The output was the final project presentation for the class done using the Prezi tool. The two professors used the same introduction to the tool. The mixed method study compared the introduction of this new software tool to two undergraduate classes in Spring 2012. In order to understand one such interplay, Prezi was introduced to students in a class in Norway and in the same way to a class in the U.S. As these new tools are introduced, there may be different responses to them depending on the cultural background of the user. Users can move back and forth to display the separate elements and reflect how they fit into a larger context. Prezi is one of these, claiming to remedy the linear thinking that underlies PowerPoint by creating one canvas and permitting the presenter to zoom in and out as each element is introduced. However, new "improved" software platforms are emerging. PowerPoint has been the standard since it was introduced in 1990. Presentation software is an important tool for both student and professorial communicators.
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