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Abstract
This experimental study examined the effects of four different types of video modeling instruction that adopted segmentation and self-explanation design principles on cognitive load and learning achievement. A pretest was administered before video modeling instruction, and a posttest and a cognitive load survey were administered after the instruction. Multiple linear regressions were used to analyze the mean differences among groups regarding cognitive load and learning achievement. Pearson correlations were used to examine the relationships between students prior knowledge and cognitive load and learning achievement. The results revealed that there was no significant effect identified on cognitive load. However, results of learning achievement revealed that the method combining segmentation and self-explanation methods significantly affected students overall performance and evaluative ability. Also, the segmentation method significantly affected students evaluative ability.