Abstract
To understand if students have met desired learning outcomes, assessments are imposed to identify whether learning has occurred. Presentation assessments are popular within higher education, but traditional software tools may be too static for the new generation of students, whereas new programmes are able to make more captivating and engaging presentations. Therefore, the aim of this project was to compare students’ preferences between traditional and novel software during assessments. Anonymous questionnaires were completed to record student preferences, followed by more rigorous qualitative analysis via a focus group to facilitative further discussions. It was found that the novel software has the potential to be engaging and provide an alternative assessment tool that can be used in isolation or within traditional programmes.