Contiguity - Revision history

Kirsten-Butcher at 19:16, 3 March 2008

2008-03-03T19:16:10Z

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	In multimedia learning, the Contiguity Principle states that students learn more effectively when text and graphics are tightly integrated, rather than presented separately. ~~The [[integration]] can be achieved for example by attaching specific pieces of text~~ to ~~specific parts of an image or diagram by means of call-outs or text balloons (~~spatial ~~contiguity)~~. ~~''insert image example here''~~		In multimedia learning, the Contiguity Principle (Mayer, 2001) states that students learn more effectively when text and graphics are tightly integrated, rather than presented separately. Contiguity refers both to spatial and temporal integration.

	''~~give real~~ example ~~of temporal dimension~~''		Spatial [[integration]] can be achieved for example by attaching specific pieces of text to specific parts of an image or diagram by means of call-outs or text balloons (spatial contiguity). ''insert image example here''

			Temporal contiguity typically is achieved by presenting the to-be-integrated material at the same time, rather than successively. For example, temporal contiguity for diagram & text materials could be achieved by presented text and diagrams simultaneously, rather than successively (e.g., in a multimedia system, showing one screen with text and the next screen with a relevant diagram.

	Empirical evidence (and examples) come from the work by Mayer and colleagues. Typically, these studies involve task where subjects study a declarative presentation of a particular mechanism (e.g., the processes that cause lightning or a brake system), both with a diagram and a textual explanation. The effect of contiguity has often been explained in terms of Cognitive Load Theory.		Empirical evidence (and examples) come from the work by Mayer and colleagues. Typically, these studies involve task where subjects study a declarative presentation of a particular mechanism (e.g., the processes that cause lightning or a brake system), both with a diagram and a textual explanation. The effect of contiguity has often been explained in terms of Cognitive Load Theory.

Adele at 19:45, 27 December 2006

2006-12-27T19:45:46Z

← Older revision		Revision as of 19:45, 27 December 2006
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	In multimedia learning, the Contiguity Principle states that students learn more effectively when text and graphics are tightly integrated, rather than presented separately. The integration can be achieved for example by attaching specific pieces of text to specific parts of an image or diagram by means of call-outs or text balloons (spatial contiguity). ''insert image example here''		In multimedia learning, the Contiguity Principle states that students learn more effectively when text and graphics are tightly integrated, rather than presented separately. The [[integration]] can be achieved for example by attaching specific pieces of text to specific parts of an image or diagram by means of call-outs or text balloons (spatial contiguity). ''insert image example here''

	''give real example of temporal dimension''		''give real example of temporal dimension''

Aleven at 18:22, 27 November 2006

2006-11-27T18:22:27Z

← Older revision		Revision as of 18:22, 27 November 2006
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	''give real example of temporal dimension''		''give real example of temporal dimension''

	Empirical evidence (and examples) come from the work by Mayer and colleagues. Typically, these studies involve task where subjects study a declarative presentation of a particular mechanism (e.g., the ~~process~~ that ~~causes~~ lightning or a brake system), both with a diagram and a textual explanation.		Empirical evidence (and examples) come from the work by Mayer and colleagues. Typically, these studies involve task where subjects study a declarative presentation of a particular mechanism (e.g., the processes that cause lightning or a brake system), both with a diagram and a textual explanation. The effect of contiguity has often been explained in terms of Cognitive Load Theory.

			Some researchers use the term "split-attention effect" for the detrimental learning outcomes caused by non-contiguous representations (e.g., Mwangi & Sweller, 1998).

	Definitions from the [http://edutechwiki.unige.ch/en/Multimedia_animation EdTech Wiki]		Definitions from the [http://edutechwiki.unige.ch/en/Multimedia_animation EdTech Wiki]
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	* Temporal contiguity principle: Deeper learning when corresponding narration and animation are presented simultaneously rather than successively		* Temporal contiguity principle: Deeper learning when corresponding narration and animation are presented simultaneously rather than successively

	~~The effect of contiguity has often been explained in terms of Cognitive Load Theory.~~

	~~Some researchers use the term "split-attention effect" for the detrimental learning outcomes caused by non-contiguous representations (e.g., Mwangi & Sweller, 1998).~~

	Mayer, R. (2001). ''Multi-media Learning.'' Cambridge, UK: Cambridge University Press.		Mayer, R. (2001). ''Multi-media Learning.'' Cambridge, UK: Cambridge University Press.

Aleven at 18:21, 27 November 2006

2006-11-27T18:21:21Z

← Older revision		Revision as of 18:21, 27 November 2006
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	Empirical evidence (and examples) come from the work by Mayer and colleagues. Typically, these studies involve task where subjects study a declarative presentation of a particular mechanism (e.g., the process that causes lightning or a brake system), both with a diagram and a textual explanation.		Empirical evidence (and examples) come from the work by Mayer and colleagues. Typically, these studies involve task where subjects study a declarative presentation of a particular mechanism (e.g., the process that causes lightning or a brake system), both with a diagram and a textual explanation.

	~~Mayer, R. (2001). ''Multi-media Learning.'' Cambridge, UK: Cambridge University Press.~~

	Definitions from the [http://edutechwiki.unige.ch/en/Multimedia_animation EdTech Wiki]		Definitions from the [http://edutechwiki.unige.ch/en/Multimedia_animation EdTech Wiki]
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	The effect of contiguity has often been explained in terms of Cognitive Load Theory.		The effect of contiguity has often been explained in terms of Cognitive Load Theory.

	Some researchers use the term "split-attention effect" for the detrimental learning outcomes caused by non-contiguous representations (e.g., Mwangi & Sweller		Some researchers use the term "split-attention effect" for the detrimental learning outcomes caused by non-contiguous representations (e.g., Mwangi & Sweller, 1998).

			Mayer, R. (2001). ''Multi-media Learning.'' Cambridge, UK: Cambridge University Press.

			Mwangi, W. & Sweller, J. (1998). Learning to solve compare word problems: The effect of
			example format and generating self-explanations. ''Cognition and Instruction, 16,'' 173-199.

	[[Category:Glossary]]		[[Category:Glossary]]
	[[Category:PSLC General]]		[[Category:PSLC General]]
	[[Category:Coordinative Learning]]		[[Category:Coordinative Learning]]

Aleven at 18:19, 27 November 2006

2006-11-27T18:19:05Z

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	~~According to~~ the Contiguity ~~Principles,~~ students learn more effectively when text and graphics are tightly integrated, rather than presented separately. The integration can be achieved for example by attaching specific pieces of text to specific parts of an image or diagram by means of call-outs (or text balloons).		In multimedia learning, the Contiguity Principle states that students learn more effectively when text and graphics are tightly integrated, rather than presented separately. The integration can be achieved for example by attaching specific pieces of text to specific parts of an image or diagram by means of call-outs or text balloons (spatial contiguity). ''insert image example here''

	~~The concept~~ of ~~contiguity can also be applied to the~~ temporal ~~dimensions.~~		''give real example of temporal dimension''

	Empirical evidence (and examples) come from the work by Mayer and colleagues. Typically, these studies involve task where subjects study a declarative presentation of a particular mechanism (e.g., the process that causes lightning or a brake system), both with a diagram and a textual explanation.		Empirical evidence (and examples) come from the work by Mayer and colleagues. Typically, these studies involve task where subjects study a declarative presentation of a particular mechanism (e.g., the process that causes lightning or a brake system), both with a diagram and a textual explanation.

	Mayer, R. (2001). ''Multi-media Learning.'' Cambridge, UK: Cambridge University Press.		Mayer, R. (2001). ''Multi-media Learning.'' Cambridge, UK: Cambridge University Press.

			Definitions from the [http://edutechwiki.unige.ch/en/Multimedia_animation EdTech Wiki]
			* Spatial contiguity principle: Deeper learning when corresponding text and animation are presented near rather than far from each other on the screen
			* Temporal contiguity principle: Deeper learning when corresponding narration and animation are presented simultaneously rather than successively

			The effect of contiguity has often been explained in terms of Cognitive Load Theory.

			Some researchers use the term "split-attention effect" for the detrimental learning outcomes caused by non-contiguous representations (e.g., Mwangi & Sweller


	[[Category:Glossary]]		[[Category:Glossary]]
	[[Category:PSLC General]]		[[Category:PSLC General]]
	[[Category:Coordinative Learning]]		[[Category:Coordinative Learning]]

Aleven at 18:04, 27 November 2006

2006-11-27T18:04:47Z

← Older revision		Revision as of 18:04, 27 November 2006
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	Empirical evidence (and examples) come from the work by Mayer and colleagues. Typically, these studies involve task where subjects study a declarative presentation of a particular mechanism (e.g., the process that causes lightning or a brake system), both with a diagram and a textual explanation.		Empirical evidence (and examples) come from the work by Mayer and colleagues. Typically, these studies involve task where subjects study a declarative presentation of a particular mechanism (e.g., the process that causes lightning or a brake system), both with a diagram and a textual explanation.

	Mayer, R. (2001). "Multi-media Learning." Cambridge, UK: Cambridge University Press.		Mayer, R. (2001). ''Multi-media Learning.'' Cambridge, UK: Cambridge University Press.

	[[Category:Glossary]]		[[Category:Glossary]]
	[[Category:PSLC General]]		[[Category:PSLC General]]
	[[Category:Coordinative Learning]]		[[Category:Coordinative Learning]]

Aleven at 18:04, 27 November 2006

2006-11-27T18:04:12Z

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 [[Category:Glossary]]
 [[Category:PSLC General]]
 [[Category:Coordinative Learning]]

PhilPavlik at 17:45, 27 November 2006

2006-11-27T17:45:09Z

New page

[[Category:Glossary]]
[[Category:PSLC General]]
[[Category:Coordinative Learning]]