Applying the Contiguity Principle

The contiguity principle means words align with text and should not be physically separated. The purpose of this chapter is to show how, based on the contiguity principle, text can rely on graphics. The combination of words and visual representation of those words can increase cognitive load.

Instructors and designers of e-learning tools must follow this principle to promote deeper learning. The two keys to this principle are placing printed words near corresponding graphics and synchronizing spoken words to graphics which correspond with those words.

Incorporating graphics with text helps the learner create a mental picture of the concept being conveyed. Clark and Mayer (2013) offer some examples of violations of the contiguity principle:

·         Separating written text and graphics, creating a necessity for the learner to scroll to see both in different areas.

·         Providing feedback to an assessment which is on a different screen.

·         Giving assignment directions and the assignment on different screens.

·         When sound is present, using separate buttons to reveal the graphics and the narration. These should be synchronized to prevent cognitive overload of switching back and forth.

Presenting words and graphics together allows learners to create meaningful connections to store new concepts. The use of design principles improves students’ long-term retention and transfer (Issa, Mayer, Schuller, Wang, Shapiro & DaRosa, 2013).

Consideration of the contiguity principle is important for instructions and course designers. Learner success can often depend upon proper presentation. Educational technology can be an effective tool when used appropriately. Contiguity helps learners build connections between corresponding or complementary words and graphics. The contiguity principles is one principle which needs to be considered in the design and implementation of an online lesson to maximize student success.

References

Clark, R.C., & Mayer, M.E. (2013).  Applying the contiguity principle: Align words to corresponding graphics. E-Learning and the Science of Instruction (3^rd ed.). pp. 91-114. San Francisco, CA: Pfeiffer.

N. Issa, M. Schuller, S. Santacaterina, M. Shapiro, E. Wang, R.E. Mayer, & D.A. DaRosa (2013). Applying multimedia design principles enhances learning in medical education. Medical Education, 45(8), 818-826.

References

Davidson-Shivers, G. V., & Rasmussen, K. L. (2006). Web-based learning: Design, implementation, & evaluation. Upper Saddle River, NJ: Merrill Prentice Hall/Pearson Education Company.
Drummond, M. J. (2003). Assessing children’s learning. London: David Fulton.

Horton, W. (2006). eLearning by Design. San Diego: Pfeiffer.

Kearns, L. R. (2012). Student Assessment in online learning: Challenges and effective practices. MERLOT Journal of Online Learning and Teaching, 8(3), 198-208.