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

Hua Zheng; Eulho Jung; Tong Li; Meehyun Yoon

doi:10.30935/cedtech/11522

Hua Zheng ¹, Eulho Jung ², Tong Li ³, Meehyun Yoon ⁴ ^*

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CONT ED TECHNOLOGY, Volume 14, Issue 2, Article No: ep347

https://doi.org/10.30935/cedtech/11522

Submitted: 15 June 2021, Published Online: 09 January 2022

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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.

Keywords: instructional video, multimedia learning design principle, segmentation, self-explanation, cognitive load

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Citation

Zheng, H., Jung, E., Li, T., & Yoon, M. (2022). Effects of Segmentation and Self-Explanation Designs on Cognitive Load in Instructional Videos. Contemporary Educational Technology, 14(2), ep347. https://doi.org/10.30935/cedtech/11522

Zheng, H., Jung, E., Li, T., and Yoon, M. (2022). Effects of Segmentation and Self-Explanation Designs on Cognitive Load in Instructional Videos. Contemporary Educational Technology, 14(2), ep347. https://doi.org/10.30935/cedtech/11522

Zheng H, Jung E, Li T, Yoon M. Effects of Segmentation and Self-Explanation Designs on Cognitive Load in Instructional Videos. CONT ED TECHNOLOGY. 2022;14(2), ep347. https://doi.org/10.30935/cedtech/11522

Zheng, Hua, Eulho Jung, Tong Li, and Meehyun Yoon. "Effects of Segmentation and Self-Explanation Designs on Cognitive Load in Instructional Videos". Contemporary Educational Technology 2022 14 no. 2 (2022): ep347. https://doi.org/10.30935/cedtech/11522

Zheng, Hua et al. "Effects of Segmentation and Self-Explanation Designs on Cognitive Load in Instructional Videos". Contemporary Educational Technology, vol. 14, no. 2, 2022, ep347. https://doi.org/10.30935/cedtech/11522

Zheng H, Jung E, Li T, Yoon M. Effects of Segmentation and Self-Explanation Designs on Cognitive Load in Instructional Videos. CONT ED TECHNOLOGY. 2022;14(2):ep347. https://doi.org/10.30935/cedtech/11522