Multimedia design principles were applied to an online geography slideshow ongeographic information systems (GIS) intended for college students taking an introductorycourse. In a 2 (segment vs. non-segmented)92 (redundant vs. non-redundant) between-subjects design, the base lesson (non-segmented condition) provided a worked example ofhow to solve an extended GIS problem, consisting of 12 slides with each showing graphicson the left side with corresponding text in the right side. Students progressed through thelesson by pressing the right arrow key to move to the next slide. The segmented lesson(segmented condition) consisted of the same slides, but the material on each slide waspresented sequentially in which pressing the right arrow key added a single graphic and/orcorresponding text explaining each of 3 or 4 major steps. For both versions, some studentsreceived additional narration that was identical to the printed text (redundant condition) orno additional narration (non-redundant condition). On a subsequent transfer test, the resultsshowed asegmenting effectin which students performed significantly better with seg-mented than non-segmented versions of the lesson (d=0.34), and this pattern was thesame whether narration was added or not, yielding no interaction between segmenting andredundancy and no significant effect for redundancy. This work extends the segmentingprinciple to a new medium, domain, and segment size

• Applying the segmenting principle to online geographyslideshow lessons