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Abstract Videos are increasingly being used in education and training,but can lead to specific difficulties in terms of users' learning processes, owing to the transient nature of the information that is delivered. To cope with potential cognitive overload, learner controls can be provided (e.g., pause button), but novice users' mental models may not be sufficiently relevant for them to know when to halt the video. Given that procedural learning involves memorizing an organized and discrete sequence of behaviors, we tested the assumption that providing control buttons is not sufficient for novice learners, and introducing a system-paced interruption at each procedural step is far more effective, when it comes to learning a clinical skill. In the present study, 68 occupational therapy students were divided into three groups: noninteractive video, interactive video (with learner-paced control), and segmented interactive video (interactive video with system-paced interruptions). Results showed the superiority of the segmented format for procedural learning, but no significant difference between conditions for recall test. Users made very little use of the pause button when it was available. These findings support the importance of using segmented instructional videos to reinforce representations of procedures in memory for novice learners and reduce cognitive load. Highlights • We studied the effects of segmentation and pacing on procedural learning by video. • Students made very little use of the pause button when it was available. • Using segmented videos improve procedural learning and reduce cognitive load. • Results are discussed in terms of temporal cueing and cognitive load hypotheses. [ABSTRACT FROM AUTHOR]

With the development of e-learning, and more specifically MOOCs, searching for information in videos is becoming a key activity in education. Many studies have focused on learning in video-based environments, but to our knowledge, they have left aside the question of search tasks. We hypothesized that information-seeking activity can be improved by adapting features of the learning environment, more particularly by providing micro- and/or macroscaffolding. To test this hypothesis, we assessed the effects of presentation during a search activity in a video-based environment. A total of 80 students were divided into four groups, then exposed to a video 1) with or without a table of contents (macroscaffolding), and 2) with or without markers in the timeline (microscaffolding). Results showed that micro- and macroscaffolding both have positive effects on search outcomes, but also that they need to be used in combination to improve search times. One possible interpretation is that, in the absence of scaffolding, users have to compensate by constructing their own mental representations of the video segmentation, which is cognitively very costly and highly time consuming. [ABSTRACT FROM AUTHOR]

University students often engage in multimedia (e.g., texting or social networks) and nonmultimedia (e.g., chatting with neighbors) off-task multitasking behaviors during courses. The aim of the present study was to describe these off-task multitasking behaviors and analyze their effects on learning performance in a real teaching session. More specifically, 187 students attended a cognitive psychology tutorial as usual, taking notes either on paper or on a laptop. In an effort to preserve the ecological setting, they were not informed of our research on multitasking. After 20 min, students had to report the number and duration of off-task multitasking behaviors they had engaged in and complete a learning questionnaire. Results showed that multimedia and nonmultimedia multitasking behaviors were frequent but also additive, especially among students who used a laptop. These behaviors had a negative impact on students' memorization of course content, although we found no significant effects on comprehension. Our study also showed that students who used a laptop had lower memory scores. A mediation analysis confirmed that this deleterious effect was partly attributable to multitasking. These results are discussed in terms of interference between off-task behaviors and the cognitive processes essential for learning. • We studied off-task multitasking effects on learning in a real-life teaching session. • Students engaged in numerous multimedia and nonmultimedia multitasking behaviors. • Multitasking behaviors had a negative impact on the memorization of lecture content. • Students who used a laptop engaged in more multitasking and had lower memory scores. [ABSTRACT FROM AUTHOR]