02059nas a2200217   4500008004100000020001400041245008200055210006900137260001500206300001400221490000700235520142500242653001901667653001301686653001501699653001701714653001501731100002501746700003101771856003901802       2020                        eng d  a0266-490900aTesting the segmentation effect of multimedia learning in a biological system0 aTesting the segmentation effect of multimedia learning in a biol  c2020/12/01  a825 - 8370 v363 a<p>
	Abstract Multimedia instruction, the combination of pictures and words to produce meaningful learning, involves attention, selection, organization, and integration of new information with previously learned information. Because there is a large, theory-based literature supporting the effectiveness of multimedia instruction, we proposed that multimedia instruction could be leveraged to address issues in health communication. The cognitive theory of multimedia learning outlines techniques to improve meaningful learning when the processing load of essential information exceeds the cognitive capacity of the learner (Mayer, 2014). Specifically, segmentation, or presentation of the material in a learner paced fashion, results in deeper learning of the material than continuous presentation (Mayer &amp; Chandler, 2001). We proposed a conceptual replication of the segmentation effect with multimedia materials relevant in a health communication context. We hypothesized that transfer of information from a multimedia presentation about kidney function would be improved in a segmented, versus continuous, condition. Additionally, we hypothesized that participants' perceived cognitive load during the learning task would be lower in the segmented, versus continuous, presentation condition. We were unable to replicate either of these advantages for the use of segmentation with health-related materials.</p>
10acognitive load10alearning10amultimedia10asegmentation10aself-paced1 aSoicher, Raechel, N.1 aBecker-Blease, Kathryn, A.  uhttps://doi.org/10.1111/jcal.12485