Several types of evidence were reviewed to assess the efficacy of this technique. Document analysis was given the most weight. The average document submitted was 9.75 pages in length.

The mean occurrence of non-text based items (e.g. hyperlinks, graphics, tables, etc.) was 5.1 for Word submissions and 14.3 for Buzzword based submissions

Using the Community of Inquiry, as a framework, student documents were scored for instances of exploration, integration and resolution. As the Community of Inquiry views exploration, integration as sequential cognitive phases, thus there is typically a relationship between phases. The mean instance of each per paper follows:

Word -

Exploration 10.8
Integration 3.3
Resolution 2.3

Buzzword -

Exploration 11.2
Integration 6.2
Resolution 5.1

Open ended surveys were conducted with volunteers (n=26). Within case and cross case analysis revealed the following:

1. students were more likely to use graphics, charts, links, etc in Buzzword because of the ease of inclusion. Eleven students specifically stated that they did not include non-text sources in Word documents because they viewed the processes and subsequent modification as not being a fluid, user-friendly process.

2. students are more likely to explain more complex concepts using a combination of text and non-text based materials. The majority of participants (n = 19) expressed the view that it was easier to express themselves at a higher cognitive level when they could present material using multiple media sources. This concept is substantiated by Mayer's work with multi-media learning.

In other research involving Buzzword, students (n = 238) were asked to use a variety of document creation tools (Word, Google Docs and Buzzword) as a document collaboration and submission tools, over the course of a semester. Key findings from this study were:

1. The vast majority of students (n = 202) preferred Buzzword. Qualitative analysis revealed that the sharing architecture (n = 143), ease of use (n = 127), ability to easily rearrange resources (n = 107) and ability to easily integrate resources (n = 98) were the themes associated with this preference. Of the remainder, 11 preferred Google Docs and 15 preferred word. The theme associated with the preference for these later groups was familiarity with Word or Google Docs.

2. The majority of students (n = 159) viewed Buzzword not as a true document editor, but as a multimedia creation tool. As an example, document analysis found frequent manipulation (n = 92) of documents to fit within a 1024X768 viewable area without scrolling.

3. The concept of a Buzzword being a personal reflective space was common among 72% of students over 34 years old. As an example these students frequently developed a document on their own and then shared it with classmates. In contrast, 82% of students 34 and younger recognized it as a collaborative tool and began workflow projects by sharing a common document. Qualitative analysis revealed that these younger students frequently (68%) likened Buzzword to a Wiki or similar collaborative tool. In contrast, only 27% of older students made this association.