Effects of segmenting, signalling, and weeding on learning from educational video

Mohamed Ibrahim, Pavlo D. Antonenko, Carmen M. Greenwood, Denna Wheeler

Research output: Contribution to journalArticlepeer-review

85 Scopus citations


Informed by the cognitive theory of multimedia learning, this study examined the effects of three multimedia design principles on undergraduate students' learning outcomes and perceived learning difficulty in the context of learning entomology from an educational video. These principles included segmenting the video into smaller units, signalling to direct students' attention to relevant information, and weeding to remove any non-essential content (SSW). It was hypothesized that the SSW treatment would decrease perceived learning difficulty and facilitate the transfer of knowledge and the structural knowledge acquisition. Results of the study demonstrate that participants in the SSW group outperformed the non-SSW group on the tests of knowledge transfer and structural knowledge acquisition and reported lower levels of learning difficulty. These findings support the use of SSW to help novice learners organize and integrate knowledge from complex, dynamic audio-visual media like video.

Original languageEnglish
Pages (from-to)220-235
Number of pages16
JournalLearning, Media and Technology
Issue number3
StatePublished - Sep 2012


  • educational video
  • knowledge transfer
  • multimedia learning
  • structural knowledge


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