Segmentation reduces learners' cognitive load by inserting system-controlled pauses into instructional animations and video. However, many previous studies focus on conceptual knowledge, and do not allow users control over the pacing of instruction. This two-part experiment attempted to validate segmentation in the context of procedural software instruction by applying it to an Excel conditional formatting tutorial. Learners assigned to segmented video failed to show either improved knowledge transfer or decreased cognitive load. Instead, learners using the videos were able to successfully use the pause and rewind features to manage their own cognitive load. This study shows the importance of providing users with control over the pacing of instruction, and with testing educational theories when applying them in a new context.