25th International Conference on Engineering and Product Design Education - Exploring the Impact of Linear & Nonlinear Presentation Methods in a Design History Course

Sep 11, 2026

Design students typically deliver linear slide sequences (A to B to C), with limited practice in non-linear classroom storytelling that supports narrative flexibility. This paper examines how linear and non-linear presentation approaches affect learning in a Design History course using Canva and Figma. Eighteen students across gaming, user experience, graphic, and industrial design created multiple class presentations, with surveys assessing engagement, knowledge retention, and team presentation opinions.

LanguageEnglish

CategoryPresentations

FormatPDF

Pages6

Reading Time2 min

AccessFree to download

Abstract

1 Introduction

Linear vs non-linear presentation approaches

Context for Canva and Figma in design education

Purpose and research framing

2 Method

2.1 Participants

2.2 Study One – Canva

2.3 Study Two – Figma

25TH INTERNATIONAL CONFERENCE ON ENGINEERING AND PRODUCT DESIGN EDUCATION 7-8 SEPTEMBER 2023, ELISAVA UNIVERSITY SCHOOL OF DESIGN AND ENGINEERING, BARCELONA, SPAIN EXPLORING THE IMPACT OF LINEAR & NONLINEAR PRESENTATION METHODS IN A DESIGN HISTORY COURSE Bryan F HOWELL, Abigail L HEMMING, Grace KILBOURN-BARBER and Seth Y CHRISTENSEN Brigham Young University, United States of America ABSTRACT Design students are well-versed in standard linear presentations: moving from slide A to B to C in a predefined order. However, they are unpracticed in non-linear storytelling in the classroom, a method that allows for narrative flexibility. This paper explores the impact of linear and non-linear presentation methods using linear and non-linear presentation software Canva and Figma in a Design History course. Eighteen design students from gaming, user experience, graphic, and industrial design disciplines participated in the study. Students made five class presentations, twice using Canva and twice using Figma and for a fifth collaborative presentation, they could choose either tool to present with. They were encouraged to experiment with linear and non-linear methods of presenting to the class. Results indicate that Figma had a steeper learning curve than Canva; however, its non-linear structure more effectively engaged the audience, increased knowledge retention, and improved opinions of team presentations over Canva's linear structure. When asked which presentation tool to use in next year's course, 50% said Figma, 11.1% said Canva, and 38.9% said both. Disrupting the current linear based standards for design presentation tools, like Canva or PowerPoint-type products, with non-linear methods with tools like Figma enhances student learning experiences. Students also preferred presenting alongside a partner, enabling increased discussion of details and deeper exploration into critical aspects of the designer's lives. Keywords: Design education, Figma & Canva presentations, product design history, dialogic teaching, studio-based pedagogy 1 INTRODUCTION Students are well-versed in standard linear presentations: moving from slide A to B to C in a predefined order. However, they are unpracticed in non-linear storytelling in the classroom, allowing for narrative flexibility. Exploring the use of linear and non-linear presentation methods in the classroom and their impact on student learning warrants study. Pinker teaches that presentations should go beyond simply transferring data and facts and become a dynamic, world-making relationship between creators and audiences [1] . Linear presentations using software such as Canva (an online tool with ready-made templates) remain prevalent in design education settings and reflect historic industry standards. Non-linear presentations, on the other hand, reflect contemporary website technology and narrative development. Prosser argues that non-linear structures effectively foster personalized learning environments [2] . In addition, Liu indicates that non-linear digital storytelling might create collaborative learning environments [3] . Nonlinear structures have also been shown to examine the subject in more detail, carefully considering different points of view [4] . Figma, a collaborative web application for interface design, has become a leading force in non-linear narrative development. Figma's motion capabilities and audience interactivity has encouraged explorations into how students might use it as a classroom presentation tool. As Figma gains popularity in professional settings, investigating how this technology could effectively support meaningful learning and presentation experiences in design education is worth exploring. This paper researches the impact of linear and non-linear presentation methods using Canva and Figma software tools in a design history course. The course introduces students to the software and encourages them to experiment with linear and non-line

FAQs

What is the core focus of the paper?

The paper investigates how linear and non-linear presentation methods influence learning in a design history course using Canva and Figma.

Who participated in the study and how many students were involved?

Eighteen undergraduate students from four design disciplines participated: graphic, user experience, gaming, and industrial design (nine females and nine males).

What were the observed differences between Figma and Canva?

Results indicate Figma has a steeper learning curve, but its non-linear structure more effectively engaged the audience, increased knowledge retention, and improved opinions of team presentations compared with Canva’s linear structure.

Sep 11, 2026

Uploaded by Chloe Bennett