Of course not! There is a very recent and serious article by Rajin Le Blanc and Nicola Cooper at Clinical Teaching on December 10, 2025 which is titled Investigating Death by PowerPoint: Do Medical Lecturers Adhere to the Cognitive Theory of Multimedia Learning in Their Slide Design? They examined 52 lectures presented at the University of Nottingham. And they found that:
“Students were exposed to text‐heavy slides 84.4% of the time, an approach that CTML [Cognitive Theory of Multimedia Learning] shows impairs learning through violating the minimal text principle. In addition, the mean word count per slide was 38.2 – significantly more than the ‘few words’ suggested by the principle. Lecturers did however use images relatively frequently at 59.9% of the time.”
Counting its title, my slide example modified from Section 2.1 (and shown above) has 85 words, more than twice the 38.2 average.
There is another succinct four-page pdf article by Jacob B. Waxman and Sue J. Goldie from the Center for Health Decision Science at the Harvard T. H. Chan School of Public Health titled Cognitive Theory of Multimedia Learning. That theory is also described by Richard E. Mayer in the 2020 third edition of his book, Multimedia Learning.







