research_results:spatial_contiguity_principle
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research_results:spatial_contiguity_principle [2011/06/08 15:07] jpetrovic |
research_results:spatial_contiguity_principle [2011/06/08 16:09] jpetrovic |
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| ===== Theory ===== | ===== Theory ===== | ||
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| + | The spatial contiguity principle suggests that related information sources should be **spatially integrated** in order to reduce attention-splitting and facilitate learning. | ||
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| ===== 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 and Example B respectively). | + | [[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.]])). |
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| ===== 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.(([[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.]])) |
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