ERIC Number: EJ1077699
Record Type: Journal
Publication Date: 2015-Nov
Abstractor: As Provided
Reference Count: N/A
Effects of Degree of Segmentation and Learner Disposition on Multimedia Learning
Doolittle, Peter E.; Bryant, Lauren H.; Chittum, Jessica R.
British Journal of Educational Technology, v46 n6 p1333-1343 Nov 2015
The construction of asynchronous learning environments often involves the creation of self-paced multimedia instructional episodes that provide the learner with control over the pacing of instruction (segmentation); however, does the amount of segmentation impact learning? This study explored the effects of the degree of segmentation on recall and application of new knowledge and the nature of learner dispositions toward segmentation. Undergraduate students (n?=?212) were randomly assigned to engage in a 9-minute multimedia tutorial (ie, instructionally designed video-based presentation) addressing historical inquiry that was divided into 1, 7, 14 or 28 segments (degree of segmentation) where students had control over when each segment began via a "Continue" button. Students' dispositions toward the segmentation--helped learning, made learning easier, made learning confusing, was annoying or seemed appropriate--were also measured. Results indicated that increased segmentation facilitated recall and application; however, learners perceived a high degree of segmentation (28 segments) more negatively. Overall, these results indicate that increased segmentation within a multimedia instructional environment has a positive influence on recall and application, regardless of the learner's disposition toward the segmentation.
Descriptors: Multimedia Instruction, Asynchronous Communication, Pacing, Learner Controlled Instruction, Learning Processes, Outcomes of Education, Undergraduate Students, Intelligent Tutoring Systems, Personality Traits, Recall (Psychology)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A