An explorative Study of Video Segmentation Ability and Meaningful Learning

Event segmentation ability, identifying meaningful boundaries in continuous information flows, enhances memory performance and may facilitate meaningful learning from multimedia instruction. However, the relationship between individual segmentation ability and learning outcomes remains underexplored. This study investigates whether segmentation agreement correlates with meaningful learning from educational videos, hypothesizing that better segmentation ability predicts improved learning outcomes. Two hundred university students will be recruited through mailing lists and lecturer announcements, exceeding the minimum sample size of 98 determined through power analysis. Participants complete exploratory surveys, undergo segmentation training, and perform segmentation tasks on three mathematics videos from YouTube. Segmentation ability is calculated by correlating individual event boundaries with group norms. Meaningful learning is assessed through near-transfer mathematics test items, with correlation coefficients and effect sizes analyzed to examine relationships between segmentation ability and learning outcomes.