Effects of Segmentation and Self-Explanation Designs on Cognitive Load in Instructional Videos
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| Title: | Effects of Segmentation and Self-Explanation Designs on Cognitive Load in Instructional Videos |
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| Language: | English |
| Authors: | Zheng, Hua (ORCID |
| Source: | Contemporary Educational Technology. 2022 14(2):347. |
| Availability: | Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Video Technology, Educational Technology, Multimedia Materials, Multimedia Instruction, Cognitive Processes, Difficulty Level, Undergraduate Students, Instructional Design, Pacing, Prompting, Cognitive Measurement, Foreign Countries |
| Geographic Terms: | Singapore |
| ISSN: | 1309-517X |
| 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 self-explanation 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. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1341335 |
| Database: | ERIC |
| 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 self-explanation 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. |
|---|---|
| ISSN: | 1309-517X |
