Psychological Development and Education ›› 2022, Vol. 38 ›› Issue (4): 600-608.doi: 10.16187/j.cnki.issn1001-4918.2022.04.17

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Does Segmentation Facilitate Video Learning?

WANG Yanqing, YANG Xiaomeng, ZHAO Tingting, GAO Chunying, ZHANG Yang, ZHAO Qingbai, WANG Fuxing, HU Xiang'en   

  1. School of Psychology, Central China Normal University, Wuhan 430079
  • Published:2022-07-13

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Abstract: Recently, videos (animations, educational videos) are increasingly used in instructional materials and computer-based learning. A number of methods have been proposed to improve the effectiveness of video learning. One of them is segmentation, which involves showing animations or learning materials in time segmented pieces. Previous studies have examined the role of segmentation in learning through two kinds of manipulation. On the one hand, the segmentation was controlled by the learners or the system. On the other hand, the dynamic visualization was divided into smaller units of information at meaningless or meaningful time points. However, it remained unclear about the effects of segmentation. In this article, we reviewed studies regarding segmentation of video on learning outcomes and subjective perceptions. It was found that the segmentation was conducive to learning, and reduced perceived difficulty. Moreover, students expressed positive affective about the segmented learning style. The event segmentation theory and cognitive load theory have been used as theoretical foundations for predicting or explaining the positive effects of segmentation. In future research, we should continue to explore the segmentation from the perspectives of the boundary conditions, active pauses, the cognitive neural basis, and so on.

Key words: segmentation, video learning, learning outcomes, event segmentation theory, cognitive load theory

CLC Number: 

  • B844
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