The Effects of Segmentation and Personalization on Superficial and Comprehensive Strategy Instruction in Multimedia Learning Environments
Peter Doolittle, Virginia Tech, United States
Journal of Educational Multimedia and Hypermedia Volume 19, Number 2, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Short, cause-and-effect instructional multimedia tutorials that provide learner control of instructional pace (segmentation) and verbal representations of content in a conversational tone (personalization) have been demonstrated to benefit problem solving transfer. How might a more comprehensive multimedia instructional environment focused on strategy development influence the robustness of the segmentation and personalization principles? Students (n = 365) were randomly assigned to a control, segmented, or personalized multimedia group and engaged in either a superficial (3 min) or comprehensive (2.5 hr) multimedia strategy instruction tutorial. Students in the comprehensive-segmentation group outperformed all other groups on recall and application measures, and there were no personalization effects. The central application of the current research is that students will learn more deeply from longer and more complex multimedia tutorials that provide control over instructional pacing (segmentation).
Doolittle, P. (2010). The Effects of Segmentation and Personalization on Superficial and Comprehensive Strategy Instruction in Multimedia Learning Environments. Journal of Educational Multimedia and Hypermedia, 19(2), 159-175. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2010 Association for the Advancement of Computing in Education (AACE)