## 4 Discussion  
The education multimedia segmentation concept paired with the pauses and quiz questions, as additional learning content, can improve learning performance and reduce stress. Additionally, the quiz results can identify the level of acquisition of valuable information and relevant content to improve learning. This methodology can also improve different aspects of active self-learning. The efficiency of multimedia-based self-learning was especially important during the COVID-19 pandemic. Quiz questions have a significant influence on connecting previous knowledge, working memory, and long-term memory. During the phase of question answering, processes in working memory are boosted, because the prior knowledge analysis is activated. The cognitive and mental connections between prior knowledge and working memory are established, and the processing of new information within multimedia educational content is more efficient. Thus, reducing the cognitive load can be achieved using the proposed methodology of multimedia segmentation. Additionally, using the principle of segmentation paired with repetition in the form of quizzes improves the process of knowledge consolidation. It means that new information within educational multimedia will more efficiently transfer from working to long-term memory. It means that information repetition paired with consolidation improves multimedia learning efficiency. The usage of pauses represents another aspect of reducing the cognitive load. Short pauses between multimedia segments and question-answering influence working memory status. The refreshment of working memory during the pauses improves the consolidation process, reduces cognitive load, and thus, improves learning efficiency. Considering the four main components in [PERSON]'s model of working memory (see Figure 1), the segmentation principle paired with the quiz and pause usage can improve several important model processes. The methodology proposed in this research can improve the processes within the central executive segment in [PERSON]'s model. This segment can be more efficient in administering attention and reducing cognitive load. The process of information consolidation within long-term memory is improved due to the pause usage between multimedia segments. The pause usage also enables better information organization in episodic buffer. Within the pauses, episodic buffer \begin{table}
\begin{tabular}{l c c} \hline
**Question** & \(\text{MOS}_{\text{S-LM}}\) & \(\text{MOS}_{\text{NS-LM}}\) \\ \hline What do you think about the video and audio quality? & 5 & 5 \\ What is the quality of the lecture presentation? & 5 & 5 \\ What is the quality of technical directions for the experimental session? & 5 & 5 \\ What is the ability to maintain the attention level during the session? & 4.7 & 4.5 \\ What is your confidence in correctly answering the questions? & 4.6 & 4.4 \\ Was it easy to answer the questions? & 4.4 & 3.7 \\ \hline \end{tabular}
\end{table} 
Table 4: The assessment of QoE of the presented multimedia material. can establish a mental connection between working memory and long-term memory for efficient information consolidation. Therefore, pauses enable better organization through the integration of different segments of information, as well as relaxing the users during the pauses. Experimental results showed that the S-LM methodology is more efficient than the NS-LM methodology regarding the acquired knowledge as well as the students' quality of experience. The best indicator of the greater efficiency of the S-LM methodology is that a considerable number of participants (18 students) gave correct answers to over 60% of questions than when NS-LM was applied. This number in the other case was more than twice as small (8 students). The analysis of the learning process of the content for which participants have none or a low level of prior knowledge, also shows that S-LM methodology provides better results regarding the learning of completely unknown content.