Segmenting Principle

Question 1

Segmenting Principle : People learn better when a multimedia message is presented in_________ rather than as a continuous unit.

Answer 1

user-paced segments

Question 2

Segmenting is an instructional design technique that is intended to help learners manage ______ cognitive processing.

Answer 2

essential

Question 3

the two key features of segmenting are

Answer 3

1. breaking a lesson into parts that are presented sequentially, and
2. allowing the learner to control the pacing of movement from one part to the next.

Question 4

Segmenting is similar to ________ – in which a worked example is presented in a sequence of meaningful clusters of steps

Answer 4

modular presentation

Question 5

3 boundary conditions of the segmenting principle

Answer 5

1. the material is complex,
2. the presentation is fast-paced, and
3. the learners are inexperienced with the material

Question 6

Sweller (1999) and others (Elen & Clark, 2006) have argued that complexity depends on the ______ – that is, the number of relations between elements – that must be processed at one time.

Answer 6

number of interacting elements

Question 7

complexity depends not only on the material in the lesson but also on the _____________, because what constitutes an element depends in part on the learner’s schemas for chunking the material in the lesson.

Answer 7

knowledge of the learner

Question 8

Each segment should express a ________ in a process. Each segment (or module) should accomplish a clear subgoal.

Answer 8

coherent step (or group of steps)

Question 9

When a learner has to decide when to use the slider bar or pause button, the decision-making process requires ___________, which reduces the remaining capacity that can be used for making sense of the material

Answer 9

cognitive processing

Question 10

Pre-training Principle : People learn more deeply from a multimedia message when they know the _________ of the main concepts.

Answer 10

names and characteristics

Question 11

When the material in a multimedia lesson is complex for a learner and is presented at a fast pace, the learner may not have enough cognitive capacity to engage in the process of mentally representing the material – creating a situation we call ________ (Mayer & Moreno, 2003).

Answer 11

essential overload

Question 12

When learners view a narrated animation, they must engage in two kinds of essential processing

Answer 12

1. understanding how the causal system works and
2. understanding how each component works.

Question 13

pre-training serves to off-load some of the ________ onto the pre-training episode.

Answer 13

essential processing

Question 14

_________ is the single most important individual difference dimension in instructional design.

Answer 14

Prior knowledge

Question 15

_________ are defined as lacking domain-specific prior knowledge, and thus are prime candidates for pre-training.

Answer 15

Novice learners

Question 16

3 boundary conditions for the pre-training principle

Answer 16

the material is complex, the multimedia lesson is fast-paced, and the learner is unfamiliar with the material.