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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
Language: English
Authors: Zheng, Hua (ORCID 0000-0002-3357-9878), Jung, Eulho (ORCID 0000-0001-7102-4243), Li, Tong (ORCID 0000-0002-1166-625X), Yoon, Meehyun (ORCID 0000-0003-3337-1660)
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
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  Data: 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
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  Data: 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.
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      – Text: English
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        StartPage: 347
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