====== The Segmenting Effect ======

===== Theory =====

The segmentation effect means that learning should be more efficient if a continued animation or narration would be split into more smaller parts (segments). Motivation for introduction of segmentation is the transitive nature of animations ("//information presented at one moment makes place for new information presented at next moment//"(([[http://dspace.ou.nl/bitstream/1820/3011/1/8%20CiHBpaper_Spanjers%20et%20al_final.pdf|Spanjers, I. A.E, P. Wouters, T. Van Gog, and J. J.G van Merriënboer. An expertise reversal effect of segmentation in learning from animated worked-out examples. Computers in Human Behavior 27, no. 1: 46–52. 2011.]])). Segmentation is an attempt to reduce cognitive load imposed by this transience through **breaking animation into meaningful peaces**.

Segmentation can also serve as //temporal cuing//(([[http://dspace.ou.nl/bitstream/1820/3011/1/8%20CiHBpaper_Spanjers%20et%20al_final.pdf|Spanjers, I. A.E, P. Wouters, T. Van Gog, and J. J.G van Merriënboer. An expertise reversal effect of segmentation in learning from animated worked-out examples. Computers in Human Behavior 27, no. 1: 46–52. 2011.]])). Unlike visuo-spatial signaling or cuing (see: [[:research_results:signaling effect]]) segmentation can be used to help students be aware of components (parts or segments) of a process stimulating them to self-assure they understood what each component does or is used for.
===== Practice =====

In order to achieve segmenting effect animation or video should be divided into meaningful segments. For example:

  * a 2 minute animation was divided into 5-7 segments with 2 sec breaks between(([[http://dspace.ou.nl/bitstream/1820/3011/1/8%20CiHBpaper_Spanjers%20et%20al_final.pdf|Spanjers, I. A.E, P. Wouters, T. Van Gog, and J. J.G van Merriënboer. An expertise reversal effect of segmentation in learning from animated worked-out examples. Computers in Human Behavior 27, no. 1: 46–52. 2011.]]))


===== Research status =====

Using segmentation can result in:

  * equal performance with reduced cognitive load (more efficient learning)(([[http://dspace.ou.nl/bitstream/1820/3011/1/8%20CiHBpaper_Spanjers%20et%20al_final.pdf|Spanjers, I. A.E, P. Wouters, T. Van Gog, and J. J.G van Merriënboer. An expertise reversal effect of segmentation in learning from animated worked-out examples. Computers in Human Behavior 27, no. 1: 46–52. 2011.]]))