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research_results:segmenting_effect

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 moment1). Segmentation is an attempt to reduce cognitive load imposed by this transience through breaking animation into meaningful peaces.

Segmentation can also serve as temporal cuing2). Unlike visuo-spatial signaling or cuing (see: 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 between3)

Research status

Using segmentation can result in:

  • equal performance with reduced cognitive load (more efficient learning)4)
research_results/segmenting_effect.txt · Last modified: 2012/01/12 11:42 (external edit)