The effects of segmentation on cognitive load, vocabulary learning and retention, and reading comprehension in a multimedia learning environment

• Published in: BMC Psychology Vol. 12; no. 1; pp. 4 - 12
• Main Author: Liu, Dongyang
• Format: Journal Article
• Language: English
• Published: London BioMed Central 02.01.2024; BioMed Central Ltd; BMC
• Subjects: Adolescent; Analysis; Behavioral Science and Psychology; Chinese learners; Clinical Psychology; Cognitive load; Cognitive Psychology; Comprehension; Educational materials; Educational Psychology; Equipment and supplies; Humans; Language acquisition; Learning; Learning environment; Learning outcomes; Measures; Mediation; Multimedia; Multimedia environment; Psychology; Psychology Research; Reading; Reading comprehension; Reading tests; Second language learning; Segmentation; Students; Teaching; Vocabulary; Vocabulary learning; Vocabulary retention; China; Vocabulary retention; Segmentation; Multimedia environment; Chinese learners; Vocabulary learning; Reading comprehension
• ISSN: 2050-7283; 2050-7283
• DOI: 10.1186/s40359-023-01489-5

Background Segmentation is a common pedagogical approach in multimedia learning, but its effects on cognitive processes and learning outcomes have yet to be comprehensively explored. Understanding the role of segmentation is crucial, as it has the potential to influence the way instructional materials are designed and delivered in digital learning environments. Objectives This research aims to fill this gap by examining the impact of segmentation on cognitive load, vocabulary acquisition, retention, and reading comprehension in a multimedia learning context. Methodology Participants were selected from two language schools in Zhengzhou through a multi-stage random sampling method. Ninety teenage students were randomly assigned to six experimental groups. The study utilized a 2 × 3 factorial design to examine segmentation and textual augmentation effects. Four assessment instruments were employed: a Reading Comprehension Test, a Vocabulary Assessment Test, a Cognitive Load Assessment Scale, and a Prior Knowledge Test. The experiment comprised four stages: pre-test, Instruction, post-test, and follow-up. Data analysis was performed using SPSS 22 software, involving descriptive statistics, one-way, and multi-way analysis of variance. Results Results indicated that high segmentation significantly impacts cognitive load, vocabulary learning, retention, and reading comprehension across various aspects of multimedia learning. In essence, segmentation reduces cognitive load, supports learning efficiency, and facilitates more profound understanding, vocabulary learning, and retention. Conclusions and implications High segmentation in multimedia learning significantly impacts cognitive load, vocabulary learning, comprehension, and retention. Educators should prioritize segmentation for more effective and engaging e-learning experiences.