Editing Segmenting Principle (section)

=== Overview ===
The segmenting principle is that people learn more deeply when a multimedia message is presented in learner paced segments instead of a continuous unit (Mayer & Pilegard, 2005). This is one of the many principles that follow the Cognitive Theory for Multimedia Learning. The key idea is that lessons or multimedia aspects of lessons are most successful when they are broken into manageable and meaningful sections. It is even more helpful when the pace of the lesson can be controlled by the user. When a multimedia message is segmented, essential overload is minimized because the slower pace gives the learner the time they need to carry out essential processing (Mayer & Pilegard, 2005). According to Cognitive Load Theory our working memory, where essential processing occurs, has a limited cognitive capacity which can be overloaded. Therefore, it is important for learning design to provide ways to lessen this load to ensure proper learning. Specifically essential processing is the selection and organization of material needed to achieve the instructional objective. This can turn into essential overload when that necessary but unfamiliar material is presented at a fast pace, exceeding cognitive capacity. Segmenting prevents this by allowing time for essential processing through learner controlled, successive bite-sized segments (Mayer & Pilegard, 2005).