e-ISSN: 1309-517X
Effects of Segmentation and Self-Explanation Designs on Cognitive Load in Instructional Videos

Hua Zheng 1, Eulho Jung 2, Tong Li 3, Meehyun Yoon 4 *

CONT ED TECHNOLOGY, Volume 14, Issue 2, Article No: ep347

Submitted: 15 June 2021, Published Online: 09 January 2022

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This experimental study examined the effects of segmentation and self-explanation designs on cognitive load in instructional videos. Four types of instructional videos (segmentation, self-explanation, combined, and control) were created and tested by 121 undergraduate students randomly assigned to one of four research groups. The results of students’ self-ratings on the cognitive load survey showed that the segmenting design produced a significantly less germane cognitive load than the two non-segmenting designs (self-explanation and control). The self-explanation design did not produce a significantly more germane load than the control design. However, students’ dispositions toward segmentation and self-explanation designs were generally positive and supported the theoretical justifications reported in the literature. The findings are discussed, along with segmentation dilemmas, limitations, and future study implications.



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