Testing the segmentation effect of multimedia learning in a biological system.
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 multime...
| Published in: | Journal of Computer Assisted Learning Vol. 36; no. 6; pp. 825 - 838 |
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| Main Authors: | , |
| Format: | research tables/charts Journal Article |
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Wiley-Blackwell
Dec2020
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=147049869&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 147049869 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2020 vid: 36 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 147049869 145906786 147049869 147049869 10.1111/jcal.12485 147049869 ppf: 825 ppct: 13 formats: tig: atl: Testing the segmentation effect of multimedia learning in a biological system. aug: au: Soicher, Raechel N. Becker‐Blease, Kathryn A. affil: School of Psychological Science, Oregon State University, Corvallis Oregon, USA sug: subj: Multimedia Utilization Kidney Physiology Cognition Multimedia Education Human Students, Undergraduate Adolescence Young Adult Computer-Assisted Instruction Pilot Studies Adolescent: 13-18 years ab: 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 & 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. Lay Description: What We Know: A large portion of the population is low in health literacy.Current suggestions to improve physician‐patient communication involve removing information that is essential for patients to be engaged in their own healthcare decision‐making.Few suggestions to improve physician‐patient communication are based on systematic evaluation of what works for which patients.From cognitive psychology, we know that learner‐paced multimedia presentations can improve meaningful learning. What This Paper Contributes: This paper draws on the cognitive theory of multimedia learning to improve health communications.This research is a conceptual replication of previous research in multimedia learning testing the segmentation effect (a benefit from learner‐paced presentations) with materials that would be relevant in a healthcare setting (kidney function). Implications: If segmented presentations result in deeper learning, then patient education materials could be readily adapted to this format.Segmented multimedia presentations, perhaps available to patients online, could help address issues of low health literacy and improve patient engagement. What We Found: Segmentation of a multimedia presentation of information relevant in a healthcare setting did not lead to a significant reduction in cognitive load or a benefit for remembering basic facts or transfer of the information to new problems. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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