Segmenting Principle

Segmenting Principle

Hailey Severns

EDUC 579 Summer 2021

Segmenting Principle

• People learn better when a multimedia message is presented in User paced Segments rather than as a continuous Unit

• The power of a next button

In other words...

the exact opposite of this presentation.

What does the research say?

Group 1: Continuous Group

- 140 Second Presentation

Group 2: Segmented Group

- Learner Paced segments of 8-10 seconds

Results: Segmented Group outperformed on a Transfer Test (effect size 1.13)

More research!

• Group 1: Continuous instruction

• Group 2: Segmented Instruction (with a twist!)

• Pop Quiz!

Multiple Choice

the segmented group received instruction with a quiz question after each segment. based on what you know about the segmenting principle, do you think the second group performed...

• Better than the continuous group

• Worse than the continuous Group

• the same as the continuous group

BOUNDARY CONDITIONS FOR THE SEGMENTING PRINCIPLE

Multiple Select

You are taking a 90-minute, self-paced, course on how to put butter on toast. Which of these boundary conditions are not being met by this course? (You may select more than one)

• Complex material

• fast-paced presentation

• new material for the learner

implications for multimedia use

When the essential material in a narrated presentation is too complex:

- Break down into meaningful segments

When a worked example is being presented

- break down into steps or groups of steps

Key Takeaway: Material should be segmented so it can be processed sequentially

Limitations and controversies

WWGD?

Too big? Too Small? Just right!

The great debate

Slider vs. Continue vs. Pause and continue

Instructor selected vs. user selected

Thank you!