Exploring the effects of content-related segmentations and metacognitive prompts on learning with whiteboard animations

• Published in: Computers and education 2023-03, Vol.194, p.104702, Article 104702
• Main Authors: Krieglstein, Felix, Schneider, Sascha, Gröninger, Jessica, Beege, Maik, Nebel, Steve, Wesenberg, Lukas, Suren, Markus, Rey, Günter Daniel
• Format: Article
• Language: English
• Subjects: Cognitive load; Metacognition; Multimedia learning; Segmenting principle; Whiteboard animations
• ISSN: 0360-1315; 1873-782X
• DOI: 10.1016/j.compedu.2022.104702

Whiteboard animations encounter increasing popularity among learners. However, due to their transient nature, such animations can quickly exceed learners’ working memory capacities. To compensate for this transience, the segmentation principle (i.e., separating the animation into smaller, “digestible” segments) can be used to give learners more time to process the content. However, it is still relatively unclear how many segments should be used to unfold learning-beneficial effects. In addition, breaks between segments can be used to support learners in monitoring their learning process. Across two experiments involving different whiteboard animations and corresponding learning topics (N1 = 132; N2 = 119), the number of segments was manipulated by dividing the whiteboard animations into one (i.e. no segmentation), two, three, or four segments. Moreover, the use and number of metacognitive prompts (i.e., on-screen instructions to recap already learned information) were examined by including these prompts in either pauses between the segments or after the animation. Results revealed that an increase in segments did not lead to better learning performance or reduced intrinsic cognitive load perceptions. Metacognitive prompts did not result in more accurate judgment of learning evaluations. The first experiment found that metacognitive prompts were associated with higher intrinsic motivation. In sum, the results of this experimental series serve as a call to further explore how the interplay of segmentation and metacognitive prompts can facilitate learning with dynamic visualizations. •Segmenting effect and metacognitive prompts were examined in combination for the first time.•Increasing number of segments did not lead to better learning performance.•Inconsistent effects of metacognitive prompts on intrinsic motivation were found.•More research is needed how to use the pause between segments in dynamic visualizations more effectively.