Testing the Segmentation Effect of Multimedia Learning in a Biological System

Autor/inn/en	Soicher, Raechel N.; Becker-Blease, Kathryn A.
Titel	Testing the Segmentation Effect of Multimedia Learning in a Biological System
Quelle	In: Journal of Computer Assisted Learning, 36 (2020) 6, S.825-837 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Soicher, Raechel N.) ORCID (Becker-Blease, Kathryn A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12485
Schlagwörter	Multimedia Instruction; Cognitive Processes; Difficulty Level; Health Education; Teaching Methods; Pacing; Information Transfer + Suchen Sie Ihr Suchwort? Multimediales Lernen; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Lerntempo; Informationsübertragung
Abstract	Multimedia instruction, the combination of pictures and words to produce meaningful learning, involves attention, selection, organization, and integration of new information with previously learned information. Because there is a large, theory-based literature supporting the effectiveness of multimedia instruction, we proposed that multimedia instruction could be leveraged to address issues in health communication. The cognitive theory of multimedia learning outlines techniques to improve meaningful learning when the processing load of essential information exceeds the cognitive capacity of the learner (Mayer, 2014). Specifically, segmentation, or presentation of the material in a learner paced fashion, results in deeper learning of the material than continuous presentation (Mayer & Chandler, 2001). We proposed a conceptual replication of the segmentation effect with multimedia materials relevant in a health communication context. We hypothesized that transfer of information from a multimedia presentation about kidney function would be improved in a segmented, versus continuous, condition. Additionally, we hypothesized that participants' perceived cognitive load during the learning task would be lower in the segmented, versus continuous, presentation condition. We were unable to replicate either of these advantages for the use of segmentation with health-related materials. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01