School of Foreign Languages, Henan University of Animal Husbandry and Economy, Zhengzhou, Henan, 450046, China.
BMC Psychol. 2024 Jan 2;12(1):4. doi: 10.1186/s40359-023-01489-5.
Segmentation is a common pedagogical approach in multimedia learning, but its effects on cognitive processes and learning outcomes have yet to be comprehensively explored. Understanding the role of segmentation is crucial, as it has the potential to influence the way instructional materials are designed and delivered in digital learning environments.
This research aims to fill this gap by examining the impact of segmentation on cognitive load, vocabulary acquisition, retention, and reading comprehension in a multimedia learning context.
Participants were selected from two language schools in Zhengzhou through a multi-stage random sampling method. Ninety teenage students were randomly assigned to six experimental groups. The study utilized a 2 × 3 factorial design to examine segmentation and textual augmentation effects. Four assessment instruments were employed: a Reading Comprehension Test, a Vocabulary Assessment Test, a Cognitive Load Assessment Scale, and a Prior Knowledge Test. The experiment comprised four stages: pre-test, Instruction, post-test, and follow-up. Data analysis was performed using SPSS 22 software, involving descriptive statistics, one-way, and multi-way analysis of variance.
Results indicated that high segmentation significantly impacts cognitive load, vocabulary learning, retention, and reading comprehension across various aspects of multimedia learning. In essence, segmentation reduces cognitive load, supports learning efficiency, and facilitates more profound understanding, vocabulary learning, and retention.
High segmentation in multimedia learning significantly impacts cognitive load, vocabulary learning, comprehension, and retention. Educators should prioritize segmentation for more effective and engaging e-learning experiences.
在多媒体学习中，分段是一种常见的教学方法，但它对认知过程和学习成果的影响尚未得到全面探讨。理解分段的作用至关重要，因为它有可能影响数字学习环境中教学设计和交付的方式。
本研究旨在通过考察分段在多媒体学习环境中对认知负荷、词汇习得、保持和阅读理解的影响来填补这一空白。
通过多阶段随机抽样方法，从郑州的两所语言学校中选取了参与者。90 名青少年学生被随机分配到六个实验组。研究采用 2×3 因子设计来检验分段和文本增强的效果。使用了四种评估工具：阅读理解测试、词汇评估测试、认知负荷评估量表和先验知识测试。实验包括四个阶段：前测、教学、后测和随访。使用 SPSS 22 软件进行数据分析，包括描述性统计、单因素和多因素方差分析。
结果表明，高分段在多媒体学习的各个方面都显著影响认知负荷、词汇学习、保持和阅读理解。本质上，分段降低了认知负荷，支持了学习效率，并促进了更深入的理解、词汇学习和保持。
多媒体学习中的高分段显著影响认知负荷、词汇学习、理解和保持。教育工作者应优先考虑分段，以实现更有效和吸引人的电子学习体验。
