Contiguity Principle
Overview
The Contiguity Principle is the instructional design idea that text should be placed near corresponding graphics and that audio and video content should be synchronized in a timed and meaningful way. This allows learners to save cognitive processing energy and not split their attention. They are able to retain more and solve problems related to content at a high capacity than if the text-to-graphic or audio-to-video structure were separated.
Guidelines for Use
Guideline 1 – Physically place printed words near corresponding graphics
- Ensure that words are placed over or near the matching part of the pictures. This allows the learner’s brain to follow labels corresponding to the graphic instead of wasting energy connecting words to image. Match it for them so they only have to work on understanding the concepts.
- Simultaneous display animations & related text (instruct when to press play so attention is directed from reading text to animation in sequential order) and pause where necessary so pictures and spoken words are synchronized. That means no captions at the bottom, separate page for words, legends, or temporal separation. It should almost be like watching a cartoon or TV show – without any lagging.
Good Examples of Use
Example 1 – Khan Academy
- Video & audio of this presentation are timed to align with each other – synchronized! Step-by-step instructions, questions, answers & feedback are all kept on the same page.
- Aligned words with the pictures to avoid glancing back and forth – less work for brain! During online quizzes, contiguity principle makes learning cohesive & meaningful associations are made with timed synchronization of video and audio.
Helpful Resources
Resource 1
Florax, M. & Ploetzner, R. (2010). What contributes to the split-attention effect? Role of text segmentation, picture labeling, and spatial proximity. Learning and Instruction, 20, 216-224.
Resource 2
Mayer, R.E., Steinhoff, K., Bower, G., & Mars, R. (1995). A generative theory of textbook design: Using annotated illustrations to foster meaningful learning of science text. Educational Technology Research and Development, 43, 31-43.
Resource 3
Clark, R. C., & Mayer, R. E. (2008). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (2nd ed.). Pfeiffer/John Wiley & Sons.
Florax, M. & Ploetzner, R. (2010). What contributes to the split-attention effect? Role of text segmentation, picture labeling, and spatial proximity. Learning and Instruction, 20, 216-224.
- This resource explains how attention is slit based on spatial proximity, proving how text and image integration is processed and remembered better by learners when it’s closer together.
Resource 2
Mayer, R.E., Steinhoff, K., Bower, G., & Mars, R. (1995). A generative theory of textbook design: Using annotated illustrations to foster meaningful learning of science text. Educational Technology Research and Development, 43, 31-43.
- This resource shows that meaningful learning occurs when annotations are kept on the same page as illustrations, they lead to 50% more creative solutions, especially learners of new topics. There should be a connection between visual and verbal representations of information.
Resource 3
Clark, R. C., & Mayer, R. E. (2008). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (2nd ed.). Pfeiffer/John Wiley & Sons.
- In this second edition article, Mayer and Clark explore how people use multimedia learning best when they have interactions to collaborate, build problem-solving skills and use games/simulations with the help of virtual instructor guidance to improve learning. Part of that process is designing the tool effectively by aligning texts appropriately with graphics and audio with animations – focusing on Internet and CD-ROM examples.
Research
(2016). Applying the Contiguity Principle: Align Words to Corresponding Graphics. In e‐Learning and the Science of Instruction (eds R.C. Clark and R.E. Mayer). doi:10.1002/9781119239086.ch5
Francom, G.M. (2019). Cognitive Theory of Multimedia Learning: Contiguity Principle. Northern State University. https://sites.google.com/site/cognitivetheorymmlearning/contiguity-principle
Mayer, R. (2001). Temporal Contiguity Principle. In Multimedia Learning (pp. 96-112). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139164603.007
Francom, G.M. (2019). Cognitive Theory of Multimedia Learning: Contiguity Principle. Northern State University. https://sites.google.com/site/cognitivetheorymmlearning/contiguity-principle
Mayer, R. (2001). Temporal Contiguity Principle. In Multimedia Learning (pp. 96-112). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139164603.007
Contributor
Submitted by: Kalaivani Sritharan
Email: [email protected]
Bio: Graduate Student in Education & Digital Technology at Ontario Tech University
Email: [email protected]
Bio: Graduate Student in Education & Digital Technology at Ontario Tech University