NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ913674
Record Type: Journal
Publication Date: 2010-Apr
Pages: 17
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-1055-8896
The Effects of Segmentation and Personalization on Superficial and Comprehensive Strategy Instruction in Multimedia Learning Environments
Doolittle, Peter
Journal of Educational Multimedia and Hypermedia, v19 n2 p159-175 Apr 2010
Short, cause-and-effect instructional multimedia tutorials that provide learner control of instructional pace (segmentation) and verbal representations of content in a conversational tone (personalization) have been demonstrated to benefit problem solving transfer. How might a more comprehensive multimedia instructional environment focused on strategy development influence the robustness of the segmentation and personalization principles? Students (n = 365) were randomly assigned to a control, segmented, or personalized multimedia group and engaged in either a superficial (3 min) or comprehensive (2.5 hr) multimedia strategy instruction tutorial. Students in the comprehensive-segmentation group outperformed all other groups on recall and application measures, and there were no personalization effects. The central application of the current research is that students will learn more deeply from longer and more complex multimedia tutorials that provide control over instructional pacing (segmentation). (Contains 1 table.)
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A