How to Use Summarizing to Improve Learning During Segmented Multimedia Lessons

• In Event: Learning in Technology-Based Environments

Abstract

In three experiments, college students viewed a 4-minute narrated animation on the water cycle and then took retention and transfer tests. Students scored higher on tests of retention (Experiment 1 and 2) and transfer (Experiment 2 but not Experiment 1) when the lesson was broken into five segments, with 20-second pauses, partially supporting the segmenting principle. Students scored higher on both retention and transfer tests when they were asked to produce written summaries during the pause in segmented lessons (Experiments 2 and 3), supporting the summarizing principle. Asking students to imagine a summary during the pause in segmented lessons also improved retention and transfer test performance but providing a summary only helped retention (Experiment 3). Results support generative learning theory.

Authors

• Fuxing Wang, Central China Normal University

• Wang Yanqing

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