Effects of Degree of Segmentation and Learner Disposition on Multimedia Learning

Autor/inn/en	Doolittle, Peter E.; Bryant, Lauren H.; Chittum, Jessica R.
Titel	Effects of Degree of Segmentation and Learner Disposition on Multimedia Learning
Quelle	In: British Journal of Educational Technology, 46 (2015) 6, S.1333-1343 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12203
Schlagwörter	Multimedia Instruction; Asynchronous Communication; Pacing; Learner Controlled Instruction; Learning Processes; Outcomes of Education; Undergraduate Students; Intelligent Tutoring Systems; Personality Traits; Recall (Psychology) + Suchen Sie Ihr Suchwort? Multimediales Lernen; Lerntempo; Learning process; Lernprozess; Lernleistung; Schulerfolg; Intelligentes Tutorsystem; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Abberufung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01