Learner Control of the Pacing of an Online Slideshow Lesson: Does Segmenting Help?

Autor/inn/en	Mayer, Richard E.; Wells, Ashleigh; Parong, Jocelyn; Howarth, Jeffrey T.
Titel	Learner Control of the Pacing of an Online Slideshow Lesson: Does Segmenting Help?
Quelle	In: Applied Cognitive Psychology, 33 (2019) 5, S.930-935 (6 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mayer, Richard E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4080
DOI	10.1002/acp.3560
Schlagwörter	College Students; Instructional Effectiveness; Visual Aids; Multimedia Materials; Pacing; Difficulty Level; Geographic Information Systems; Online Courses + Suchen Sie Ihr Suchwort? Collegestudent; Unterrichtserfolg; Anschauungsmaterial; Lerntempo; Schwierigkeitsgrad; Online course; Online-Kurs
Abstract	How can we improve the instructional effectiveness of an online slideshow lesson? In the present study, college students received a 12-slide multimedia slideshow lesson on how a geographic information system works. In a 2 × 2 design, the lesson was presented one complete slide at a time (large segment) or added one section of the slide at a time (small segment) when the student pressed the CONTINUE key, and the words were presented in printed form (text) or spoken form (voice). Students performed significantly better on a transfer posttest when the lesson was paced in small segments rather than large segments (d = 0.34); there was no effect or interaction involving modality. The small-segment version was rated as less difficult than the large-segment version (d = 0.43). The segmenting principle was supported in the context of online slideshows. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01