Effects of Segmentation and Self-Explanation Designs on Cognitive Load in Instructional Videos

Abstract

This experimental study examined the effects of segmentation and self-explanation designs on cognitive load in instructional videos. Four types of instructional videos (segmentation, self-explanation, combined, and control) were created and tested by 121 undergraduate students randomly assigned to one of four research groups. The results of students' self-ratings on the cognitive load survey showed that the segmenting design produced a significantly less germane cognitive load than the two non-segmenting designs (self-explanation and control). The self-explanation design did not produce a significantly more germane load than the control design. However, students' dispositions toward segmentation and selfexplanation designs were generally positive and supported the theoretical justifications reported in the literature. The findings are discussed, along with segmentation dilemmas, limitations, and future study implications.

Use of a Novel Theory-Based Pragmatic Tool to Evaluate the Quality of Instructor-Led Exercise Videos to Promote Youth Physical Activity at Home: Preliminary Findings

“…The suggested strategies instructors should try to include are the following: (1) include both text and visualizations, (2) integrate the text and visualizations, (3) only include key information, (4) use signaling to point out key information, and (5) segment the information by adding pauses between different instructions. Similarly, Zheng et al found that segmenting videos into smaller parts of information resulted in lower levels of cognitive load and assisted a student’s learning [ 25 ]. The length of online instructional videos has also been shown to affect student engagement.…”

Analisis Beban Kognitif Intrinsik Siswa Pada Kemampuan Pemecahan Masalah Matematis

“…Pada situasi ini dapat dikatakan siswa memiliki beban kognitif. (Yohanes & Yusuf, 2021) Penelitian tentang analisis beban kognitif ini sudah banyak dilakukan dalam menganalisis beban kognitif yang dialamai siswa karena pembelajaran online, penggunaan media pembelajaran augmented reality dan penggunaan gemifikasi dalam pembelajaran (Abdellatif et al, 2021;Geng & Yamada, 2020;Maj, 2022;Topu, 2023;Zheng et al, 2022).…”

“…Penelitian juga dilakukan terhadap penerapan berbagai model pembelajaran seperti CTL, STEM, pembelajaran berbasis masalah, dan dalam menyelesaikan soal TIMSS (Abdillah et al, 2018;Gupta & Zheng, 2020;Saputri, 2019;Wardhani et al, 2022). Analisis beban kognitif juga pernah diteliti dalam bidang selain matematika miisalnya pembelajaran kimia, Bahasa inggris, permainan gitar dan bidang kedokteran (Altinsoy, 2023;Danar Gayuh Utama & Heldisari, 2021;Nurwanda et al, 2020;Wasfy et al, 2021;Zheng et al, 2022).…”

The combination of segmentation and self-explanation to enhance video-based learning

“…When engaging in generative learning, students have an opportunity to elaborate on what they learn and become mentally prepared for subsequent learning activities. Self-explanation is considered - one of the effective generative learning strategies (Yoon et al, 2022). Self-explanation technique allows students to generate explanations for a targeted topic to understand new information (Rittle-Johnson et al, 2017; Wylie and Chi, 2014).…”

“…According to Fiorella et al (2020), generative learning activities are instrumental in boosting students’ cognitive engagement. Students have an opportunity to elaborate on what they learn and become mentally ready for lessons (Yoon et al, 2022). Wylie and Chi (2014) asserted that self-explanation contributes to knowledge gain in video-based learning in which immediate interaction with the instructor is difficult to seek.…”