A Meta-analysis of the Segmenting Effect

Rey, Guenter Daniel; Beege, Maik; Nebel, Steve; Wirzberger, Maria; Schmitt, Tobias H.; Schneider, Sascha

doi:10.1007/s10648-018-9456-4

Cited by 88 publications

(91 citation statements)

References 43 publications

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“…Learner control, refers to the degree to which learners control different instructional characteristics in a course or program (Reeves, 1993), and learner control may be an important manipulation of behavioral emotion design. Existing research regarding the effects of the learner-paced instruction in multimedia learning or computer-based learning focused more on cognitive outcomes (e.g., cognitive resources, learning performance) and interactive behaviors (e.g., time-ontask, number of clicks) (Mayer and Chandler, 2001;Mayer et al, 2003;Hasler et al, 2007;Gerjets et al, 2009;Tabbers and de Koeijer, 2010;Gong et al, 2017b;Rey et al, 2019). For example, a recent meta-analysis demonstrated that learner-paced instruction had significant positive effect on cognitive load, retention and transfer performance, and increased learning time (Rey et al, 2019).…”

Section: Emotional Design Through Behavioral Designmentioning

confidence: 99%

More Attractive or More Interactive? The Effects of Multi-Leveled Emotional Design on Middle School Students’ Multimedia Learning

et al. 2020

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Previous studies on multimedia learning have provided shreds of evidence for the positive effect of visually attractive emotional design on college students' emotion and learning outcomes. However, the effect may vary among middle school students. The aim of this study was to examine the impacts of visual and behavioral emotional design on the emotional, motivational and cognitive outcomes of middle school students. In Experiment 1, 50 participants (ages 13-15) were randomly assigned to one of two conditions: visual positive emotional design (colorful and anthropomorphic design) and visual neutral emotional design (achromatic and without anthropomorphic design). In Experiment 2, 173 participants (ages 13-16) were randomly assigned to one of four conditions created by the two factors: visual emotional design (positive vs. neutral) and behavioral emotional design (positive vs. neutral). The behavioral positive emotional design allows learners to interact with learning materials, whereas behavioral neutral emotional design only allows learners to watch learning video. Results showed that both visually attractive and behaviorally interactive design (visual positive emotion design and behavioral positive emotional design) had positive effect on learners' positive emotions. Combining visual positive with behavioral positive emotional design could facilitate learning performance.

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Section: Emotional Design Through Behavioral Designmentioning

confidence: 99%

More Attractive or More Interactive? The Effects of Multi-Leveled Emotional Design on Middle School Students’ Multimedia Learning

et al. 2020

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“…In addition to the compensating effects of higher memory retention , a second potential explanation hints on the benefits of a longer system response delay related to segmentation . Following the segmenting effect described in the multimedia learning literature, people should experience better performance when relevant information is segmented, which means that it is presented sequentially in meaningful and coherent units 31 . The existing research shows that inserting meaningful pauses into learning material releases working memory resources and provides additional time for processing relevant learning content (e.g.…”

Section: Discussionmentioning

confidence: 99%

Effects of system response delays on elderly humans’ cognitive performance in a virtual training scenario

Wirzberger

Schmidt

Georgi

et al. 2019

Sci Rep

Self Cite

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Observed influences of system response delay in spoken human-machine dialogues are rather ambiguous and mainly focus on perceived system quality. Studies that systematically inspect effects on cognitive performance are still lacking, and effects of individual characteristics are also often neglected. Building on benefits of cognitive training for decelerating cognitive decline, this Wizard-of-Oz study addresses both issues by testing 62 elderly participants in a dialogue-based memory training with a virtual agent. Participants acquired the method of loci with fading instructional guidance and applied it afterward to memorizing and recalling lists of German nouns. System response delays were randomly assigned, and training performance was included as potential mediator. Participants’ age, gender, and subscales of affinity for technology (enthusiasm, competence, positive and negative perception of technology) were inspected as potential moderators. The results indicated positive effects on recall performance with higher training performance, female gender, and less negative perception of technology. Additionally, memory retention and facets of affinity for technology moderated increasing system response delays. Participants also provided higher ratings in perceived system quality with higher enthusiasm for technology but reported increasing frustration with a more positive perception of technology. Potential explanations and implications for the design of spoken dialogue systems are discussed.

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“…When finding relevant studies, one key issue is that not all examine the same type of knowledge. While there are empirical studies comparing video against text when acquiring conceptual knowledge, fewer examine procedural knowledge requiring step‐by‐step processes, with one meta‐analysis showing that only 4 of the 88 cited studies focused on software instruction (Rey et al ., 2019). Using software requires understanding sequences of events, which can be more challenging due to the interactivity between each step.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Learners must click a button before the animation or video moves onto the next section. This promotes learning by reducing representational holding, allowing students to work with small chunks of material (Moreno & Mayer, 2007; Rey et al ., 2019). It also reveals the underlying structure of a topic and gives users more processing time (Spanjers, van Gog, & van Merriënboer, 2010; Spanjers, Van Gog, Wouters, & Van Merriënboer, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

Segmentation’s failure to improve software video tutorials

Garrett¹

2020

Brit J Educational Tech

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Segmentation reduces learners’ cognitive load by inserting system‐controlled pauses into instructional animations and video. However, many previous studies focus on conceptual knowledge, and do not allow users control over the pacing of instruction. This two‐part experiment attempted to validate segmentation in the context of procedural software instruction by applying it to an Excel conditional formatting tutorial. Learners assigned to segmented video failed to show either improved knowledge transfer or decreased cognitive load. Instead, learners using the videos were able to successfully use the pause and rewind features to manage their own cognitive load. This study shows the importance of providing users with control over the pacing of instruction, and with testing educational theories when applying them in a new context.

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A Meta-analysis of the Segmenting Effect

Cited by 88 publications

References 43 publications

More Attractive or More Interactive? The Effects of Multi-Leveled Emotional Design on Middle School Students’ Multimedia Learning

More Attractive or More Interactive? The Effects of Multi-Leveled Emotional Design on Middle School Students’ Multimedia Learning

Effects of system response delays on elderly humans’ cognitive performance in a virtual training scenario

Segmentation’s failure to improve software video tutorials

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