## 3 Results  
After the experimental procedure, the total number of correct answers for the entry test and for both testing methodologies (S-LM and NS-LM), including the correct answers for each question and to the group of questions referring to individual video segments, were obtained and analyzed. The mean values and standard deviations of the number of correct answers were also calculated for both testing methodologies. The entry test results showed 33% correct answers for the NS-LM group and 28% for the S-LM group. [PERSON]'s \(t\)-test produced a \(p\)-value of 0.4737, which indicates that there was no significant statistical difference between the means of the two groups. These results validate the initial assumption that the prior knowledge levels of students from the two groups were similar enough. To analyze the results of the complete test itself, first, it is necessary to establish whether the distributions in both groups were normal. Normal Q-Q plots for both groups are given below in Figure 6.  
The results of Shapiro-Wilk tests are W = 0.9620, \(p\)-value = 0.5848 for the NS-LM group and W = 0.9575, \(p\)-value = 0.4955 for the S-LM group. Combined with Q-Q plots, the data strongly suggest that the distributions are normal. The further analysis of the experimental results based on the collected data included the calculation of descriptive statistics. The comparative analysis of the number of correct answers obtained during the experiment, in which S-LM and NS-LM methodologies were used, is shown in Table 3.  
Figure 6: Normal Q-Q plots for: (**a**) NS-LM (left) and (**b**) S-LM (right) groups. The group that participated using the NS-LM methodology had a mean value of 9.15 with a standard deviation of 2.81 for the correct answers to all questions. The group that participated using the NS-LM methodology had a mean value of 11.10 with a standard deviation of 1.48 for the correct answers to all questions. As can be seen from these values, the S-LM group not only achieved a higher score but had a smaller standard deviation as well. The total number of correct answers and the mean value of the number of correct answers to each question indicate that the effectiveness of multimedia content with intervals and practice questions between educational sequences is much higher than presenting the entire teaching material without interruptions. The standard deviation is much smaller when questions are answered immediately after the educational sequences have been presented than when the questions are answered after the entire teaching material has been presented. This means that it was easier for all users to answer testing questions if the segmented linear multimedia (S-LM) was used, and the agreement among the users was higher. Previous results can be also seen in the histogram plots of both groups presented in the following figure (Figure 7). [PERSON]'s two-sample \(t\)-test produces the following values: t = \(-\)2.7408, df = 28.7960, and \(p\)-value = 0.01042, strongly suggesting a statistically significant difference between groups. The analysis of individual multimedia educational sequences is presented by the graphic representation of the percentage of correct answers to questions referring to each used multimedia segment (Figure 8). Figure 8 clearly shows that the S-LM group achieved