Does Segmentation of Complex Instructional Videos in Big Steps Foster Learning? The Segmentation Principle Applied to a Classroom Video.
Klaus Stiller, Peter Zinnbauer, University of Regensburg, Germany
Global Learn, in Melbourne, Australia ISBN 978-1-880094-85-3 Publisher: Association for the Advancement of Computing in Education (AACE)
When the flow of a narrated animation was adjusted to the learner’s information processing by segmentation and pacing facilities, learning was improved. It was rarely investigated whether effects persist when the segments are longer as well as in more ecological valid environments. Hence, 116 adults received three web-based video instructions about the genetic fingerprint in eight segments: The segments were shown in a continuous flow (single dose), every segment was shown twice (double dose), or the learners started a subsequent segment by choice (segmented). Mental effort and retention were not affected, but the double dose and the segmented video were superior to the single dose video in respect of procedural knowledge and transfer. In average, the segmented video was studied 2:30 min. longer than the single dose video lasted (14:25 min.). Big learner-paced segments also foster learning and enable learners to adjust presentations to their individual speed of information processing.
Stiller, K. & Zinnbauer, P. (2011). Does Segmentation of Complex Instructional Videos in Big Steps Foster Learning? The Segmentation Principle Applied to a Classroom Video. In S. Barton, J. Hedberg & K. Suzuki (Eds.), Proceedings of Global Learn Asia Pacific 2011--Global Conference on Learning and Technology (pp. 2044-2053). Melbourne, Australia: Association for the Advancement of Computing in Education (AACE). Retrieved December 11, 2018 from https://www.learntechlib.org/primary/p/37442/.
© 2011 Association for the Advancement of Computing in Education (AACE)
Learning about the Genetic Fingerprint with Dynamic and Static Multimedia Instructions. When an E-Script is Sufficient!
Klaus Stiller & Peter Zinnbauer, University of Regensburg, Germany
EdMedia + Innovate Learning 2011 (Jun 27, 2011) pp. 1209–1218
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