Video has become a popular tool in today’s instructional environment, which also imposes additional cognition load for learners, thereby sabotaging their learning performance. To address this problem, researchers have attempted to slice video into smaller segments, known as the “segmentation effect,” so as to reduce learners’ cognition load. Therefore, this paper proffers appropriate strategies with which to slice a learning video aimed at learners with different levels of prior knowledge. This is expected to reduce the cognition load of learners of differing levels, ultimately increasing their learning efficiency. This study chose its research subjects from a primary school in the southern part of Taiwan. A random sampling was conducted to create three classes for this experiment, one class with 32 students as the control group, whereas the other two classes all with 34 students as experimental group 1 and experimental group 2, respectively. Research results indicate that whether a learner is endowed with high-level, intermediate-level, or low-level prior knowledge, all participants in the experimental group outperformed their counterparts in the control group. The results cannot be inferred to other grades of students. In the future, this research will also be extended to other courses or disciplines.