Editing Segmenting Principle (section)

=== Evidence ===
There is a large amount of evidence in support of the segmenting principle. In one example, Mayer and Chandler (2001) presented one group of students with a continuous 140-second narrated animation. The other group was presented with the same animation, but split into 16 segments that were about 10 seconds long. This second group was also given the ability to control the pace of the segment presentation using a "continue" button. When comparing the learning outcomes of the two groups of students, the group that received the segmented version performed better than the continuous group on a problem-solving transfer test (Mayer & Pilegard, 2005). In another study by Boucheix and Schneider (2009) college students were given either a user controlled, segmented animation or a continuous animation on the function of a pulley system. The segmented group performed better on a functional mental model test than the continuous group.