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 (3rd 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.
Hi Pamela
ReplyDeleteI was interested to see what information you would bring out since we had the same topic. Thanks for sharing the important facts on the violations to avoid with the contiguity principle. When I think of the contiguity principle, it makes me think of the visual learner from the multiple intelligence concept. If you can see something first, it helps you form thought to the task at hand. Good post!
Joann,
DeleteI agree. I think visual learners need those cues in combination with the text in order to get a greater understanding. I think we need to consider all learners when working on our lessons. We must be able to differentiate our delivery for the benefit of each learning style. Anything that can be done to enhance the learning experience should be done.
E-Learning and the Science of Instruction: Chapter 5
ReplyDeleteApplying the Contiguity Principle:
Align Words to Corresponding Graphics
The combination of words and the visual representation of those words can increase cognitive load. Today I was at the gym and I was watching Nickolodean™ channel while on the treadmill. A children’s math, counting and patterns television show was on. "Team Umizoomi™” consists of 6-year-old Milli, her brother Geo, who's 8, and their friendly robot named Bot. These mighty math superheroes introduce young viewers to the concepts of counting, measurement, shapes and patterns. My M.Ed. is in Teaching and Learning with a cognate in Educational Technology and Online Instruction. I was interested in seeing how they, the team of ISD developers and Subject Matter Experts (SME) put together this video cartoon to teach very young children how to count and learn patterns. It was fascinating in that it was very pragmatic and one small concept was introduced at a time broken up with an elongated play in the number one for example. One dragon, one egg, can you pick the one dragon who looks different from the others (Pattern). It was very fascinating to me and I was hooked on Team Umizoomi™. This exemplified Chapter 5 - Applying the Contiguity Principle: Align Words to Corresponding Graphics (Clark and Mayer, 2013). You wrote in your blog about Clark and Mayer and how they teach that 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.
The further we get in our M.Ed. and our studies, the more we allow ourselves to view things around us differently, more critically and in-depth, even in a children’s cartoon such as Team Umizoomi™.
References
Clark, R.C., & Mayer, M.E. (2013). Applying the contiguity principle: Align words to corresponding graphics. E-Learning and the Science of Instruction (3rd ed.). pp. 91-114. San Francisco, CA: Pfeiffer.