Difference between revisions of "Contiguity"
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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). | ||
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| + | The concept of contiguity can also be applied to the temporal dimensions. | ||
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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. | ||
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| + | Mayer, R. (2001). "Multi-media Learning." Cambridge, UK: Cambridge University Press. | ||
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[[Category:Glossary]] | [[Category:Glossary]] | ||
[[Category:PSLC General]] | [[Category:PSLC General]] | ||
[[Category:Coordinative Learning]] | [[Category:Coordinative Learning]] | ||
Revision as of 18:04, 27 November 2006
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).
The concept of contiguity can also be applied to the temporal dimensions.
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.
