Testing the segmentation effect of multimedia learning in a biological system

• Published in: Journal of computer assisted learning 2020-12, Vol.36 (6), p.825-837
• Main Authors: Soicher, Raechel N., Becker‐Blease, Kathryn A.
• Format: Article
• Language: English
• Subjects: Cognitive Ability; cognitive load; Cognitive Processes; Cognitive psychology; Cognitive tasks; Communication; Communication (Thought Transfer); Difficulty Level; Epistemology; Health care; Health Education; Health literacy; Information Transfer; Kidneys; Learning; Literacy; Multimedia; Multimedia Instruction; Multimedia Materials; Pacing; Patient Education; Patients; Physicians; Replication; Resistance (Psychology); Segmentation; self‐paced; Teaching Methods
• ISSN: 0266-4909; 1365-2729
• DOI: 10.1111/jcal.12485

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