Applying the segmenting principle to online geography slideshow lessons

Mayer, Richard E.; Howarth, Jeffrey T.; Kaplan, Michelle; Hanna, Sara C.

doi:10.1007/s11423-017-9554-x

Cited by 13 publications

(10 citation statements)

References 29 publications

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“…Importantly, this segmenting effect remains significant even when study time is included as a covariate in an ANCOVA, indicating that even when study time is statistically controlled, the segmenting effect remains. This segmenting effect is the major empirical finding in this study and is consistent with results reported by Mayer et al ().…”

Section: Resultssupporting

confidence: 94%

“…Overall, students learned better from a slideshow lesson when they saw the content on each slide as a progression of smaller sections controlled by pressing a CONTINUE key rather than by seeing full slides all at once. This study shows that the segmenting principle best applies to online slideshow presentations when the segments are small rather than large and helps extend previous findings (Mayer et al, ). On the theoretical side, the results support the idea that small segmenting can reduce cognitive load by managing essential processing.…”

Section: Resultssupporting

confidence: 86%

“…Singh, Marcus, and Ayres () reported that segmenting was beneficial both for lessons with spoken text and printed text; however, the largest benefit was with spoken text, perhaps because of the transitory nature of long spoken text passages. The present study allows us to determine whether the advantage of learner control of small segments over learner control of large segments as reported by Mayer et al () applies equivalently to lessons involving spoken text or printed text.…”

Section: Introductionmentioning

confidence: 61%

“…More recently, Mayer, Howarth, Kaplan, and Hanna () provided preliminary evidence that a new version of the segmenting effect applied to slideshow lessons in geography, in which students performed better on transfer tests when narrated slides were presented section‐by‐section (small segmenting) rather than slide‐by‐slide (large segmenting). The present study seeks to determine whether this effect can be replicated.…”

Section: Introductionmentioning

confidence: 99%

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Learner control of the pacing of an online slideshow lesson: Does segmenting help?

Mayer

Wells

Parong

et al. 2019

Applied Cognitive Psychology

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How can we improve the instructional effectiveness of an online slideshow lesson?In the present study, college students received a 12-slide multimedia slideshow lesson on how a geographic information system works. In a 2 × 2 design, the lesson was presented one complete slide at a time (large segment) or added one section of the slide at a time (small segment) when the student pressed the CONTINUE key, and the words were presented in printed form (text) or spoken form (voice). Students performed significantly better on a transfer posttest when the lesson was paced in small segments rather than large segments (d = 0.34); there was no effect or interaction involving modality. The small-segment version was rated as less difficult than the large-segment version (d = 0.43). The segmenting principle was supported in the context of online slideshows.

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Section: Resultssupporting

confidence: 94%

Section: Resultssupporting

confidence: 86%

Section: Introductionmentioning

confidence: 61%

Section: Introductionmentioning

confidence: 99%

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Learner control of the pacing of an online slideshow lesson: Does segmenting help?

Mayer

Wells

Parong

et al. 2019

Applied Cognitive Psychology

Self Cite

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“…The results showed that the application of the segmentation principle accompanied by signalling and weeding was able to make it easier for learners to acquire knowledge and transfer knowledge [11]. Other research results also show that students' learning achievement is significantly better than the content presented without using segmentation [12].…”

Section: Resultsmentioning

confidence: 84%

Development of E-Content Using Segmentation Principles with E-Assessment in the Development of Teaching Materials Course

Parmiti¹,

Simamora²

2021

Proceedings of the 2nd International Conference on Technology and Educational Science (ICTES 2020)

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This study aims to produce e-content (electronic content) which is developed based on one of the multimedia principles, namely the segmentation principle. E-content is be presented segment by segment. After several segments, an eassessment will be presented which is used to measure the students' level of understanding after studying the material in the segment. The course material presented in e-content is a course on the development of teaching materials in the Undiksha FIP Educational Technology Study Program. Specifically, the objectives of this study are: (1) to produce econtent based on the principle of segmentation which is considered valid from the aspects of content, aspects of media and learning design, (2) to produce interesting e-content based on student assessments. This is a development research, and the e-content is developed using the 4D model that consists of 4 stages, namely define, design, development, and disseminate. Furthermore, the e-content is evaluated using formative evaluation [1] which includes (1) expert validation, (2) individual trials, and (3) small group trials. The subjects involved in this study were 1 content expert, 1 media expert as well as instructional design, 3 students in individual trials, and 9-12 students in small group trials. The methods and instruments used to collect data in this study were questionnaires. The questionnaire was used to collect data from content experts, media and learning design experts, and students according to the evaluation stage. The data obtained through a questionnaire were then analyzed using descriptive statistics. The development results show that, e-content has been successfully developed using the 4D model. Based on expert judgment, e-content is declared valid from the aspects of content, media and learning design. Likewise, based on student assessment that e-content has met the attractiveness aspect.

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