research_results:spatial_contiguity_principle
Differences
This shows you the differences between two versions of the page.
| Both sides previous revision Previous revision Next revision | Previous revision | ||
|
research_results:spatial_contiguity_principle [2011/06/08 15:47] jpetrovic [Practice] |
research_results:spatial_contiguity_principle [2023/06/19 18:03] (current) |
||
|---|---|---|---|
| Line 9: | Line 9: | ||
| ===== Practice ===== | ===== Practice ===== | ||
| - | [[http://eet.sdsu.edu/eetwiki/index.php/Split_attention_effect|{{ :images:split_attention.jpg?450x220|Spatial contiguity principle. Image borrowed from: http://eet.sdsu.edu/eetwiki... Click on the picture to follow the link.}}]]An example of a solved mathematical problem taking into consideration and ignoring the spatial contiguity principle is presented in image on the right. Example A shows separated text and graph (two information sources), whereas example B shows same two information sources, but this time spatially integrated. For another example see work of Florax and Ploetzner(([[]])). | + | [[http://eet.sdsu.edu/eetwiki/index.php/Split_attention_effect|{{ :images:split_attention.jpg?450x220|Spatial contiguity principle. Image borrowed from: http://eet.sdsu.edu/eetwiki... Click on the picture to follow the link.}}]]An example of a solved mathematical problem taking into consideration and ignoring the spatial contiguity principle is presented in image on the right. Example A shows separated text and graph (two information sources), whereas example B shows same two information sources, but this time spatially integrated. For another example see work of Florax and Ploetzner(([[http://www.sciencedirect.com/science/article/pii/S0959475209000358|Florax, Mareike, and Rolf Ploetzner. What contributes to the split-attention effect? The role of text segmentation, picture labelling, and spatial proximity. Learning and Instruction 20, no. 3: 216-224. June 2010.]])). |
| Line 15: | Line 15: | ||
| ===== Research status ===== | ===== Research status ===== | ||
| - | Experiments have confirmed importance of this principle(([[http://visuallearningresearch.wiki.educ.msu.edu/file/view/Chandler+%26+Sweller+(1991).pdf|Chandler, P. and Sweller, J. Cognitive load theory and the format of instruction. Cognition and Instruction, 8(4), 293-332. 1991.]])) | + | Experiments have confirmed importance of this principle(([[http://visuallearningresearch.wiki.educ.msu.edu/file/view/Chandler+%26+Sweller+(1991).pdf|Chandler, P. and Sweller, J. Cognitive load theory and the format of instruction. Cognition and Instruction, 8(4), 293-332. 1991.]])), yet similar results were sometimes obtained using not necessarily spatial contiguity, but **segmenting text** and **labeling the image** as key contributors to it.(([[http://www.sciencedirect.com/science/article/pii/S0959475209000358|Florax, Mareike, and Rolf Ploetzner. What contributes to the split-attention effect? The role of text segmentation, picture labelling, and spatial proximity. Learning and Instruction 20, no. 3: 216-224. June 2010.]])) |
research_results/spatial_contiguity_principle.1307540848.txt.gz ยท Last modified: 2023/06/19 17:49 (external edit)
Except where otherwise noted, content on this wiki is licensed under the following license: CC Attribution-Share Alike 4.0 International
