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Does Segmentation of Complex Instructional Videos in Big Steps Foster Learning? The Segmentation Principle Applied to a Classroom Video.

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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 et al. (Eds.), Proceedings of Global Learn 2011 (pp. 2044-2053). AACE.
Retrieved from http://www.editlib.org/p/37442.

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Conference Information

Global Learn (Global Learn) 2011
Melbourne, Australia
March 28, 2011
ISBN 1-880094-85-1
  Siew-Mee Barton, John Hedberg & Katsuaki Suzuki
AACE

More Information on Global Learn
Table of Contents

Authors

Klaus Stiller, Peter Zinnbauer, University of Regensburg, Germany

Abstract

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.

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