Segmenting Principle

Segmenting is a very simple principle as the only thing to it is that you are breaking down the large segments into smaller segments. The detailed term that is commonly used with the segmenting of information is breaking everything down into bite-size segments. That way complex lessons are broken into smaller parts, which are presented one at a time (Clark & Mayer 2011).

A common way that lessons are broken down and pieced together is by playing a “Continue” button in the frame of each slide. This does two things, the first of which allows the learner to move at their own speed and ingest the information at the speed that works best. It also has a easy to understand method to piece all the different segments together. According to Clark and Mayer (2011) the rationale for using segmenting is that is allows the learner to engage essential processing without overloading the learner’s cognitive system.

A study that has contributed to this theory was found by Mayer, Dow, & Mayer in 2003. In the study, the learners viewed a lesson on electric motor workings in an animation that was continuous. Other learners viewed the same set up but this time in a segmented version. With the material being identical to one another, the only difference being the segmented lesson had a continue button, the students performed better after having learned from the segmented lesson. There were three groups of studies done, with a transfer test performed at the end. The final conclusion ended with an effect size of 1.

Another study, performed by Mayer, Mathias, and Wetzell (2002) used the animation segmenting, but in a different capacity. To ensure of prior knowledge for future uses, the study was to give background information, specifically the braking system. The study had a labeled picture of the system, where you would click on the different part, a short summary was read. The summary was the name of the part and what the main job of the part did. The students who used the narrated segmented training did better on their performance tests than those who did not.

In another study performed in 2007, Schar and Zimmermann used a comparison of learning between a continuous animation and an animation which included controls to pause the screen. Both experimental groups proved to have no difference in learning. However, the study concluded that not many people paused the animation, which neglected the purpose of the study.

In the photo above, there is a four segment process to striking a hammer.

In picture 1, you draw your hand back bringing the hammer over your shoulder.

In picture 2, you begin the motion of bring the hammer down, keeping your elbow in.

In picture 3, you continue this motion.

In picture 4, you strike the hammer, head first, into the nail.

Resources

Clark, R., & Mayer, R. (2011). E-learning and the science of instruction. (3 ed.). San Fransico: Pfeiffer.Retrieved from http://books.google.com/books/feeds/volumes?q=978-0-470-87430-1

Mayer, R.E., Dow, G., & Mayer, S. (2003). Multimedia learning in an interactive self-explaining environment: What works in the design of agent-based microworlds? Journal of Educaitonal Psychology, 95, 806-813

Mayer, R.E., Mathias, A., & Wetzell, K. (2002). Pictorial aids for learning by doing in a multimedia geology simulation game. Journal of Educations Psychology, 94(1), 171-185

Schar, S.G. & Zimmerman, P.G. (2007). Investigating means to reduce cognitive load from animations: Applying differentiated measures of knowledge representation. Journal of Research on Technology in Education, 40, 64-78

In the photo above, is a visual segment on how to tie a knot.