Poster #24 - Benefits of Segmenting a Multimedia Slideshow Lesson

• In Event: 64.090 - MTCC Poster Session 15
  In Poster Session: 64.090-3 - Sight, Sound, and Touch: Presentation Variations for Educational Technology

Abstract

How can we improve the instructional effectiveness of a slideshow lesson? In the present study, college students received a 12-slide multimedia slideshow lesson on how a geographic information system works. In a 2x2 design, the lesson was presented one complete slide at a time (non-segmented) or added one section of the slide at a time (segmented) when the student pressed the CONTINUE key, and the words were presented in printed form (text) or spoken form (voice). Students performed significantly better on a transfer posttest when the lesson was segmented (d = 0.34); there was no effect or interaction involving modality. The segmented version was rated as less difficult than the non-segmented version (d = 0.43). The segmenting principle was supported.

Authors

• Richard E. Mayer, University of California - Santa Barbara

• Ashleigh Wells, University of California - Santa Barbara

• Jocelyn Parong, University of California - Santa Barbara

• Jeff Howarth, Middlebury College