### Segmentation of Multimedia Instruction  
Different ways of reducing cognitive load have been proposed in previous research [22]. One of the solutions to support students in processing complex information and to reduce the high cognitive load is the segmentation of the presentation. Segmentation gives students time to efficiently process information presented within the previous segment and to be ready for the next segment.  
The effect of segmentation may be analyzed regarding the influence of different factors, and one of them is the level of students' prior knowledge. The authors of [23] have demonstrated that presenting animated teaching material in segments, rather than as continuous material, benefits novices' learning. If students have a lower level of prior knowledge, segmented animated teaching material provides higher efficiency than the continuous one. For students with higher levels of prior knowledge, this advantage of segmented material slightly disappears. The effects of working memory capacity and the segmentation of multimedia instruction were also examined. The study presented by [24] indicates that the segmentation of multimedia instruction allows learners with lower working memory capacity to recall and apply just as those with higher working memory capacity.  
The segmentation process opens new research questions related to the importance of different ways of pauses between segments and their impact on learning outcomes. Those pauses can be used to engage students to write summaries during the pauses [25], to answer different types of questions and quizzes [26], or just to have a little break between lesson segments. There are different strategies for question introduction. The authors of [27; 28] analyzed the pop-up questions' usage within educational videos. They showedthat pop-up questions can increase the effectiveness of educational videos by improving student motivation and reducing cognitive load.  
Another strategy assumes the use of embedded questions in educational videos. In [26], researchers experimentally analyzed the effectiveness of online video-recorded lectures presented with and without embedded questions. They showed that embedding the questions can increase the effectiveness of consumed videos. The learning mode can also influence student learning. In [29], the authors conclude that embedded questions in pre-class videos in flipped classrooms have limited effect on student learning. Interactive questions and answers (Q&A) can be an important functional resource within multimedia material in the process of developing curriculums and multimedia materials for the implementation of the microlearning approach in distance education. The authors of [30] presented that interactivity significantly influenced students' engagement and efficiency when microlearning concepts of education are deployed.  
Therefore, an important research topic can be the use of embedded questions in videos in traditional, laboratory, or online modes of learning. In this paper, we investigate the pairing of segmenting strategies with the embedding of questions in online educational videos, considering the influence of the position of questions within the educational videos.