Segmentation

= SEGMENTATION =

=Summary: =

The segmentation principle of multimedia learning tells us that complex tasks should be broken down into chunks of information for new learners to intellectually digest the information without causing a cognitive overload. Clark and Mayer (2011) tell us that the complexity of the material can be gauged by tallying the number of elements or concepts and their interaction within a lesson. From the article “Investigating means to reduce cognitive overload from animations” by Schar and Zimmermann (2007) we learned that animations are more effective if they have a pause button to allow the learner to start and stop the animation. The animation can also be segmented requiring the learner to push a ‘continue’ button in order to progress through the lesson. This would be more effective than allowing an animation to play continuously from beginning to end, as Clark and Mayer tell us that novice learners may not make good instructional decisions.

=Examples: =

The example Clark and Mayer (2011) use is that of a bicycle tire pump and lightning formation. Although there are five elements to the bicycle tire pump it would consist of only two segments. The action of pulling and pushing the pump handle would illustrate the interaction between the handle, the piston, the inlet valve, outlet valve, and the hose. The lesson on lightning formation is more complex and would require sixteen segments to depict the causal relationship between warn and cold air, updrafts and downdrafts, positive and negative particles, and so on.

Clark, R.C. & Mayer, R.E. (2011). E-Learning and the science of instruction. Retrieved from The University of Phoenix eBook Collection.