The Influence Of Pre-segmenting And Learner Control On Multimedia Learning

Multimedia learning refers to the use of pictures and words to present learning materials to learners,which can be in the form of animations or slides that combine pictures and texts.The segmenting principle refers to dividing continuous content into meaningful segments and allowing learners to use control buttons to learn.It is considered a multimedia principle that can effectively manage intrinsic cognitive load and improve learning effectiveness.Applying the segmenting principle in video learning can reduce the transiency of information presented during video playback and thus reduce the external cognitive load.In the slides that combine pictures and texts,the cognitive processing and learning effect of learners can be promoted.Current research on segmenting principles incorporates two features of segmentation: pre-segmenting and learner control.However,does the facilitation of learning by the segmenting principle require both two functions to improve learning? It is not clear that the effect of the segmenting principle on learning is because instructional designers pre-segment the learning material to give more cognitive processing time and reduce cognitive load,or,because it allows learners to control the learning material and thus promote active cognitive processing,or both.In this study,three experiments were conducted to separate the two features of the segmenting principle to understand the impact of two functions of the segmenting principle on learning in animation and graphic-text slides respectively.It would use the segmenting principle in future research and application to provide a reference in authentic teaching.Experiment 1 used a single factor three-level experimental design(video design: nonsegmenting,pre-segmenting with system control,and pre-segmenting with learner control)to explore the effects of pre-segmenting and learner control in video learning,and found that learner control promoted retention performance.Knowledge experience affects both pre-segmenting and learner control functions,experiment 2 adopted a similar design to investigate the impact of the two functions of the segmenting principle on highly knowledgeable learners,and found that learner control reduced intrinsic cognitive load and improved transfer test.There was no expertise reversal effect,that is promoting the learning for low-experience learners but may hinder learning for high-experience learners.Experiment 2 proves the generalizability of the segmenting principle to learners of different experience levels.Experiment 3 is in the slideshow learning combined with pictures and texts.Using a 2(pre-segmenting function: segmented,non-segmented)× 2(learner control function: learner control,system control)inter-subject design to investigate the role of presegmenting and learner control.Since segmenting principle is regard to could promote cognitive processing,we used eye-tracking technology to monitor learners’ integrated processing of graphics and text under different conditions.The results showed that segmenting,as a temporal cue,increased learners’ frequency of image-text conversion and improved memory retention.Based on the experimental results of this study,the following conclusions are drawn:(1)In video learning,pre-segmenting and learner control in the segmenting principle need to coexist to facilitate learning.Learner control can improve the learner’s initiative and rhythm adaptability,and pre-segmenting without learner control cannot function independently.(2)For high knowledge-experience learners,learner control could promote learners’ meaningful learning.The segmenting principle did not show an expertise reversal effect in video learning.When designing instructional video classes,instructional elements that could be appropriately embedded in learner control.(3)In the multimedia learning of slides combining pictures and texts,pre-segmenting helps to promote the integration and processing of pictures and texts,and learner control can improve the willingness to learn and improve the efficiency of learning.The combination of the two functions is most conducive to promoting the learning effect.