Segmenting Principle

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).

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.

Design Implications

Segmenting is useful in design to ensure that essential material is presented at a rate that does not exceed a learner's cognitive capacity. It is most useful when designing narrated animations, videos, and slideshows which require the use of both the auditory and visual channels. When these channels are presented with too much essential information too quickly it leads to cognitive overload. One example of using segmentation in multimedia is students being taught about the food chain through a narrated animation. The animation should be split into sections of producer, primary consumer, secondary consumer, tertiary consumer, apex predator, and decomposer. Each section would include a short explanation and examples. "Continue" and "Back" buttons should be added to allow the learner to move on to the next segment when they are ready. In this example the different parts of the food chain are organized into digestible segments controlled by the learner. This way their essential processing is not rushed and they are provided with a way to organize the information into a mental model.

Challenges

Despite the amount of evidence in support of the segmenting principle, there is a lack of evidence for its success when the learner does not have the option to control the lesson themselves. I do believe that creating bite-sized sections is useful, but I wonder if that changes when the pace is not decided by the student. In my opinion if a lesson is segmented, but still presented at a fast pace the student can still experience essential overload. I agree with the current literature that segmentation is useful when creating multimedia elements especially animation and videos.

References

Mayer, R. E., & Pilegard, C. (2005). Principles for managing essential processing in multimedia learning: Segmenting, pretraining, and modality principles. The Cambridge handbook of multimedia learning, 169-182.