The DOI matches its Crossref record; 71 of the 72 references it cites were found in a registry or an index.
Integrating information: A meta-analysis of the spatial contiguity and temporal contiguity effects
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“Extraneous load can be reduced, for example, by the use of goal-free tasks (Ayres, 1993), worked examples (Renkl, 2002) and completion tasks (Van Merrienboer, Schuurman, de Croock, & Paas, 2002), by integrating different sources of information (Ginns, 2006), by using multiple modalities (Ginns, 2005), and by reducing redundancy (Diao & Sweller, 2007).”
From Bridging Cognitive Load and Self-Regulated Learning Research: A complementary approach to contemporary issues in educational research (2017) · cites this paper as Ginns, 2006
Citations
Cites
Statistical Power Analysis for the Behavioral Sciences
Muller, K. E., & Cohen, J. (1989) · Technometrics · doi:10.2307/1270020 · Cited by 99,603
Statistical power analysis for the behavioral sciences
Cohen, J. (1990) · Computers Environment and Urban Systems · doi:10.1016/0198-9715(90)90050-4 · Cited by 65,417
A Simple Sequentially Rejective Multiple Test Procedure
(1979) · Scandinavian Journal of Statistics · doi:10.2307/4615733 · Cited by 21,526
The magical number seven, plus or minus two: Some limits on our capacity for processing information.
Miller, G. A. (1956) · Psychological Review · doi:10.1037/h0043158 · Cited by 17,812
The magical number seven, plus or minus two: Some limits on our capacity for processing information.
Miller, G. A. (1994) · Psychological Review · doi:10.1037/0033-295x.101.2.343 · Cited by 17,559
(2001) · Cited by 13,930
Cognitive Load During Problem Solving: Effects on Learning
Sweller, J. (1988) · Cognitive Science · doi:10.1016/0364-0213(88)90023-7 · Cited by 11,048
Wasserman, S. S., Hedges, L. V., & Olkin, I. (1988) · Journal of Educational Statistics · doi:10.2307/1164953 · Cited by 10,377
(2000) · Cited by 9,198
Mayer, R. E. (2009) · doi:10.1017/cbo9780511811678 · Cited by 7,800
Cited by
Sorted by citations
Mayer, R. E. (2009) · doi:10.1017/cbo9780511811678 · Cited by 7,800
Mayer, R. (2020) · doi:10.1017/9781316941355 · Cited by 7,777
Cognitive Theory of Multimedia Learning
Mayer, R. E. (2014) · The Cambridge Handbook of Multimedia Learning · doi:10.1017/cbo9781139547369.005 · Cited by 1,976
Using multimedia for e‐learning
Mayer, R. E. (2017) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12197 · Cited by 747
A psychological perspective on augmented reality in the mathematics classroom
Bujak, K. R., Radu, I. W., Catrambone, R., MacIntyre, B., Zheng, R., & Golubski, G. (2013) · Computers & Education · doi:10.1016/j.compedu.2013.02.017 · Cited by 553
“Studies have shown that student learning is improved when related pieces of information are presented spatially or temporally close to each other (Ginns, 2006; Sweller, 2010).”
BackgroundThe Split-Attention Principle in Multimedia Learning
Ayres, P., & Sweller, J. (2005) · Cambridge University Press eBooks · doi:10.1017/cbo9780511816819.009 · Cited by 555
Cierniak, G., Scheiter, K., & Gerjets, P. (2009) · Computers in Human Behavior · doi:10.1016/j.chb.2008.12.020 · Cited by 412
“Despite the empirically convincing superiority of integrated formats over split-source formats (Ginns, 2006), there is only little and conflicting empirical evidence of how cognitive load mediates the split-attention effect (Chandler & Sweller, 1996; Kester, Kirschner, & Van Merriënboer, 2005),…”
BackgroundMayer, R. E. (2005) · Cambridge University Press eBooks · doi:10.1017/cbo9780511816819.013 · Cited by 410
Video Improves Learning in Higher Education: A Systematic Review
Noetel, M., Griffith, S., Delaney, O., Sanders, T., Parker, P. D., Cruz, B. D. P., & Lonsdale, C. (2021) · Review of Educational Research · doi:10.3102/0034654321990713 · Cited by 614
“…when important details are highlighted (signaling effect; Mayer, 2008; S. Schneider, Beege, et al., 2018), when words and pictures are presented at the same time (temporal contiguity; Ginns, 2006; Mayer, 2008), and as part of the same visual field (spatial contiguity; Ginns, 2006; Mayer, 2008).”
BackgroundMethodInfluentialMayer, R. E., & Fiorella, L. (2014) · Cambridge University Press eBooks · doi:10.1017/cbo9781139547369.015 · Cited by 411
Effects of augmented reality on learning and cognitive load in university physics laboratory courses
Thees, M., Kapp, S., Strzys, M. P., Beil, F., Lukowicz, P., & Kühn, J. (2020) · Computers in Human Behavior · doi:10.1016/j.chb.2020.106316 · Cited by 414
A review of research and a meta-analysis of the seductive detail effect
Rey, G. D. (2012) · Educational Research Review · doi:10.1016/j.edurev.2012.05.003 · Cited by 360
“The meta-analysis was conducted on the basis of Rustenbach (2003) and will be described according to the meta-analyses in the field of research (e.g., Ginns, 2005; Ginns, 2006).”
MethodCognitive Load Theory for the Design of Medical Simulations
Fraser, K. L., Ayres, P., & Sweller, J. (2015) · Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare · doi:10.1097/sih.0000000000000097 · Cited by 306
“This mental load is extraneous to learning the targeted task, and studies have repeatedly shown improved learning when sources are presented in an integrated format.(8) Cierniak et al(24) provided a relevant example of this effect when he asked university students to learn about the structure and physiology of human k…”
BackgroundResultInfluentialAn eye-tracking study of how color coding affects multimedia learning
Özçelik, E., Yılmaz, T. K., Kurşun, E., & Çağıltay, K. (2009) · Computers & Education · doi:10.1016/j.compedu.2009.03.002 · Cited by 261
An eye movement analysis of the spatial contiguity effect in multimedia learning.
Johnson, C. I., & Mayer, R. E. (2012) · Journal of Experimental Psychology Applied · doi:10.1037/a0026923 · Cited by 260
“Overall, the spatial contiguity effect is a rather robust finding, as evidenced by a recent meta-analysis that identified 37 studies with a mean effect size of d 0.72 favoring the integrated group over the separated group on measures of learning outcome (Ginns, 2006).”
BackgroundResultInfluentialMasón, L., Tornatora, M. C., & Pluchino, P. (2012) · Computers & Education · doi:10.1016/j.compedu.2012.07.011 · Cited by 244
The instructor’s face in video instruction: Evidence from two large-scale field studies.
Kizilcec, R. F., Bailenson, J. N., & Gomez, C. (2015) · Journal of Educational Psychology · doi:10.1037/edu0000013 · Cited by 236
“Repeated switching between the presence and absence of the instructor's face may incur a cognitive switching cost similar to the extraneous processing incurred by switching between words and pictures, as identified in the spatial contiguity principle (Clark & Mayer, 2011; Ginns, 2006).”
BackgroundCastro-Alonso, J. C., de Koning, B. B., Fiorella, L., & Paas, F. (2021) · Educational Psychology Review · doi:10.1007/s10648-021-09606-9 · Cited by 278
“The meta-analysis by Ginns (2006), which included 37 effect sizes, showed an overall effect size of d = 0.72, favoring spatial contiguity.”
MethodInfluentialIntroduction to Multimedia Learning
Mayer, R. E. (2020) · Cambridge University Press eBooks · doi:10.1017/9781316941355.002 · Cited by 209
Using video and static pictures to improve learning of procedural contents
Arguel, A., & Jamet, É. (2009) · Computers in Human Behavior · doi:10.1016/j.chb.2008.12.014 · Cited by 199
“We based this assumption on the temporal contiguity effect that considers the benefit of synchronising complementary information from both the visual and the auditive channel (Ginns, 2006; Mayer, 2001).”
BackgroundSchroeder, N. L., & Cenkci, A. T. (2018) · Educational Psychology Review · doi:10.1007/s10648-018-9435-9 · Cited by 210
Cognitive Load Theory and Human Movement: Towards an Integrated Model of Working Memory
Sepp, S., Howard, S. J., Tindall‐Ford, S., Agostinho, S., & PAAS, F. G. W. C. (2019) · Educational Psychology Review · doi:10.1007/s10648-019-09461-9 · Cited by 207
Mayer, R. E., & Moreno, R. (2010) · Cambridge University Press eBooks · doi:10.1017/cbo9780511844744.009 · Cited by 194
Studying Visual Displays: How to Instructionally Support Learning
Renkl, A., & Scheiter, K. (2015) · Educational Psychology Review · doi:10.1007/s10648-015-9340-4 · Cited by 177
Effects of observing the instructor draw diagrams on learning from multimedia messages.
Fiorella, L., & Mayer, R. E. (2015) · Journal of Educational Psychology · doi:10.1037/edu0000065 · Cited by 176
“This effect may be strongest for longer lessons (Mayer & Moreno, 2003), for material that is relatively complex (Ginns, 2006), and when the lesson is relatively fast-paced and under system control (Michas & Berry, 2000).”
BackgroundAn Eye-Tracking Study of Learning From Science Text With Concrete and Abstract Illustrations
Masón, L., Pluchino, P., Tornatora, M. C., & Ariasi, N. (2013) · The Journal of Experimental Education · doi:10.1080/00220973.2012.727885 · Cited by 177
“Research has documented that non–spatially contiguous representations are disadvantageous (for a meta-analysis, see Ginns, 2006; Holsanova, Holmberg, & Holmqvist, 2009; Moreno & Mayer, 1999).”
BackgroundKeep it Coherent: A Meta-Analysis of the Seductive Details Effect
Sundararajan, N., & Adesope, O. (2020) · Educational Psychology Review · doi:10.1007/s10648-020-09522-4 · Cited by 197
“Second, we addressed the temporal contiguity principle, which recommends that relevant information be presented simultaneously (Ginns 2006;Mayer and Fiorella 2014) by codingwhether seductive details were static (such as an image on display when learning) or dynamic (such as a GIF or video that is…”
BackgroundMethodHow a picture facilitates the process of learning from text: Evidence for scaffolding
Eitel, A., Scheiter, K., Schüler, A., Nyström, M., & Holmqvist, K. (2013) · Learning and Instruction · doi:10.1016/j.learninstruc.2013.05.002 · Cited by 174
van Merriënboer, J. J. G., & Kester, L. (2014) · Cambridge University Press eBooks · doi:10.1017/cbo9781139547369.007 · Cited by 162
The Split-Attention Principle in Multimedia Learning
Ayres, P., & Sweller, J. (2014) · The Cambridge Handbook of Multimedia Learning · doi:10.1017/cbo9781139547369.011 · Cited by 234
Multimedia learning principles in different learning environments: a systematic review
Çeken, B., & Taşkın, N. (2022) · Smart Learning Environments · doi:10.1186/s40561-022-00200-2 · Cited by 348
“…more targeting the multimedia principles such as redundancy (Adesope & Nesbit, 2012), modality (Ginns, 2005), spatial contiguity (Schroeder & Cenkci, 2018), temporal contiguity (Ginns, 2006), segmenting (Rey et al., 2019), and signaling (Richter et al., 2016; Schneider et al., 2018) principles.”
Backgroundde Bruin, A. B. H., & van Merriënboer, J. J. G. (2017) · Learning and Instruction · doi:10.1016/j.learninstruc.2017.06.001 · Cited by 146
“Extraneous load can be reduced, for example, by the use of goal-free tasks (Ayres, 1993), worked examples (Renkl, 2002) and completion tasks (Van Merrienboer, Schuurman, de Croock, & Paas, 2002), by integrating different sources of information (Ginns, 2006), by using multiple modalities (Ginns, 2005), and by reducing…”
MethodCognitive and psychological science insights to improve climate change data visualization
Harold, J., Lorenzoni, I., Shipley, T. F., & Coventry, K. R. (2016) · Nature Climate Change · doi:10.1038/nclimate3162 · Cited by 158
The effects of realism in learning with dynamic visualizations
Scheiter, K., Gerjets, P. H., Huk, T., Imhof, B., & Kammerer, Y. (2008) · Learning and Instruction · doi:10.1016/j.learninstruc.2008.08.001 · Cited by 151
Florax, M., & Ploetzner, R. (2009) · Learning and Instruction · doi:10.1016/j.learninstruc.2009.02.021 · Cited by 161
Multimedia Design for Learning: An Overview of Reviews With Meta-Meta-Analysis
Noetel, M., Griffith, S., Delaney, O., Harris, N. R., Sanders, T., Parker, P., del Pozo Cruz, B., & Lonsdale, C. (2022) · Review of Educational Research · doi:10.3102/00346543211052329 · Cited by 148
“Moderation analyses from reviews have found strong benefits of this design principle too ( g = 0.78, 95% CI [0.64, 0.92], k = 13; Ginns, 2006).”
InfluentialMayer, R. E. (2013) · Springer eBooks · doi:10.1007/978-1-4614-3185-5_31 · Cited by 172
A Meta-analysis of the Segmenting Effect
Rey, G. D., Beege, M., Nebel, S., Wirzberger, M., Schmitt, T. H., & Schneider, S. (2019) · Educational Psychology Review · doi:10.1007/s10648-018-9456-4 · Cited by 131
“The meta-analysis is described according to comparable meta-analyses in similar fields of research (e.g., Ginns 2005, 2006; Schneider et al. 2018a).”
MethodIntroduction to Multimedia Learning
Mayer, R. E. (2014) · The Cambridge Handbook of Multimedia Learning · doi:10.1017/cbo9781139547369.002 · Cited by 181
Applying the Science of Learning to Multimedia Instruction
Mayer, R. E. (2011) · The Psychology of learning and motivation/The psychology of learning and motivation · doi:10.1016/b978-0-12-387691-1.00003-x · Cited by 159
Trends and issues in multimedia learning research in 1996–2016: A bibliometric analysis
Li, J., Antonenko, P., & Wang, J. (2019) · Educational Research Review · doi:10.1016/j.edurev.2019.100282 · Cited by 155
Krieglstein, F., Beege, M., Rey, G. D., Ginns, P., Krell, M., & Schneider, S. (2022) · Educational Psychology Review · doi:10.1007/s10648-022-09683-4 · Cited by 167
“To counter such additional cognitive processes, CLT recommends following the principles of spatial and temporal contiguity (Ginns, 2006).”
BackgroundSelf-citationThe Science of Workplace Instruction: Learning and Development Applied to Work
Kraiger, K., & Ford, J. K. (2020) · Annual Review of Organizational Psychology and Organizational Behavior · doi:10.1146/annurev-orgpsych-012420-060109 · Cited by 162
Picture or Text First? Explaining Sequence Effects when Learning with Pictures and Text
Eitel, A., & Scheiter, K. (2014) · Educational Psychology Review · doi:10.1007/s10648-014-9264-4 · Cited by 129
Getting the point: Tracing worked examples enhances learning
Hu, F., Ginns, P., & Bobis, J. (2014) · Learning and Instruction · doi:10.1016/j.learninstruc.2014.10.002 · Cited by 112
“In a meta-analysis of split-attention experiments, Ginns (2006) found that 102 reducing split-attention has a large effect especially on learning with complex instructional materials.”
MethodSelf-citationLi, H., Wang, C., Meng, F., & Zhang, Z. (2018) · International Journal of Hospitality Management · doi:10.1016/j.ijhm.2018.11.002 · Cited by 103
Giving Learning a Helping Hand: Finger Tracing of Temperature Graphs on an iPad
Agostinho, S., Tindall-Ford, S., Ginns, P., Howard, S. J., Leahy, W., & Paas, F. (2015) · Educational Psychology Review · doi:10.1007/s10648-015-9315-5 · Cited by 94
“Importantly, the materials were designed to reduce sources of split attention (Ginns 2006) wherever possible, meaning the above results were obtained from a relatively high baseline in instructional design quality.”
Self-citationSchmidt‐Weigand, F., Kohnert, A., & Glowalla, U. (2009) · Applied Cognitive Psychology · doi:10.1002/acp.1554 · Cited by 102
Barzilai, S., & Ka’adan, I. (2016) · Metacognition and Learning · doi:10.1007/s11409-016-9165-7 · Cited by 111
“Physically integrating information can reduce the need to split attention between multiple information sources and can make the relations between multiple elements more salient by presenting them next to each other (Ginns 2006; Renkl and Scheiter 2015).”
BackgroundComic Cognition: Exploring the Potential Cognitive Impacts of Science Comics
Jee, B. D., & Anggoro, F. K. (2012) · Journal of Cognitive Education and Psychology · doi:10.1891/1945-8959.11.2.196 · Cited by 92
“In a meta-analysis, Ginns (2006) found that increasing the spatial contiguity of written and pictorial elements greatly improved learning, especially for complex materials.”
BackgroundHow Inspecting a Picture Affects Processing of Text in Multimedia Learning
Eitel, A., Scheiter, K., & Schüler, A. (2013) · Applied Cognitive Psychology · doi:10.1002/acp.2922 · Cited by 85
The images in television programs and the potential for learning unknown words
Rodgers, M. (2018) · ITL Review of Applied Linguistics · doi:10.1075/itl.00012.rod · Cited by 90
Cavanagh, T. M., & Kiersch, C. (2022) · Educational Technology Research and Development · doi:10.1007/s11423-022-10181-1 · Cited by 149
“Syncing verbal and nonverbal information in this way has a large effect on learning outcomes (Ginns, 2006).”
BackgroundInstructional Visualizations, Cognitive Load Theory, and Visuospatial Processing
Castro-Alonso, J., Ayres, P., & Sweller, J. (2019) · Visuospatial Processing for Education in Health and Natural Sciences · doi:10.1007/978-3-030-20969-8_5 · Cited by 74
Makransky, G., Terkildsen, T. S., & Mayer, R. E. (2019) · Learning and Instruction · doi:10.1016/j.learninstruc.2018.12.001 · Cited by 93
“A metaanalysis of the spatial contiguity principle identified 37 studies and found a mean effect size of d=0.72 favouring the integrated group over the separated group on measures of learning outcome (Ginns, 2006).”
BackgroundInfluentialA Systematic review of instructor presence in instructional videos: Effects on learning and affect
Henderson, M. L., & Schroeder, N. L. (2021) · Computers and Education Open · doi:10.1016/j.caeo.2021.100059 · Cited by 78
How Multimedia Can Improve Learning and Instruction
Mayer, R. E. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108235631.019 · Cited by 97
Automated, adaptive guidance for K-12 education
Gerard, L. F., Matuk, C. F., McElhaney, K. W., & Linn, M. C. (2015) · Educational Research Review · doi:10.1016/j.edurev.2015.04.001 · Cited by 83
The Significance of Visual Representations in the Teaching of Science
Eilam, B., & Gilbert, J. K. (2014) · Models and modeling in science education · doi:10.1007/978-3-319-06526-7_1 · Cited by 78
How Visual Displays Affect Cognitive Processing
McCrudden, M. T., & Rapp, D. N. (2015) · Educational Psychology Review · doi:10.1007/s10648-015-9342-2 · Cited by 84
Journal of Accounting and Taxation
(2026) · Journal of Accounting and Taxation · doi:10.5897/jat · Cited by 72
Beckmann, J. F. (2010) · Learning and Instruction · doi:10.1016/j.learninstruc.2009.02.024 · Cited by 89
Multiple Representations in Physics and Science Education – Why Should We Use Them?
Opfermann, M., Schmeck, A., & Fischer, H. E. (2017) · Models and modeling in science education · doi:10.1007/978-3-319-58914-5_1 · Cited by 95
Managing One's Own Cognitive Load when Evidence of Split Attention is Present
Roodenrys, K., Agostinho, S., Roodenrys, S., & Chandler, P. (2012) · Applied Cognitive Psychology · doi:10.1002/acp.2889 · Cited by 70
Scheiter, K., Schubert, C., Schüler, A., Schmidt, H., Zimmermann, G., Wassermann, B., Krebs, M., & Eder, T. (2019) · Computers & Education · doi:10.1016/j.compedu.2019.05.005 · Cited by 75
Pointing and tracing gestures may enhance anatomy and physiology learning
Macken, L., & Ginns, P. (2014) · Medical Teacher · doi:10.3109/0142159x.2014.899684 · Cited by 72
“…point and trace while studying – would enhance learning, because such actions would assist in the ‘‘search and match’’ process underlying the split-attention effect (Ginns, 2006), as well as enhance attentional processes for visual targets (i.e. diagrams and associated text) (Abrams et al. 2008).”
BackgroundMethodResultInfluentialSelf-citationEitel, A., Endres, T., & Renkl, A. (2020) · Educational Psychology Review · doi:10.1007/s10648-020-09559-5 · Cited by 80
“…information that needs to be integrated (e.g., verbal descriptions and their corresponding diagram elements) in close spatial and temporal contiguity so that splitting of attention is avoided or at least reduced (contiguity effect; see Ginns 2006; Schroeder and Cenkci 2018, for meta-analyses).”
BackgroundTeaching, Learning, and Visual Literacy: The Dual Role of Visual Representation
Eilam, B. (2012) · Cited by 66
Effects of Subtitles, Complexity, and Language Proficiency on Learning From Online Education Videos
van der Zee, T., Admiraal, W., PAAS, F. G. W. C., Saab, N., & Giesbers, B. (2017) · Journal of Media Psychology Theories Methods and Applications · doi:10.1027/1864-1105/a000208 · Cited by 79
“…memory acts as a bottleneck for processing novel information; as more cognitive load is imposed on the learner, less cognitive resources are available for the integration of information into long-term memory, effectively impairing learning (Ginns, 2006 ; Sweller, Van Merrienboer, & Paas, 1998 ).”
BackgroundWell-Being as a Cognitive Load Reducing Agent: A Review of the Literature
Hawthorne, B. S., Vella‐Brodrick, D., & Hattie, J. (2019) · Frontiers in Education · doi:10.3389/feduc.2019.00121 · Cited by 79
Learning By Tracing Worked Examples
Ginns, P., Hu, F., Byrne, E. N., & Bobis, J. (2015) · Applied Cognitive Psychology · doi:10.1002/acp.3171 · Cited by 63
Self-citationSchüler, A., Scheiter, K., Rummer, R., & Gerjets, P. H. (2011) · Learning and Instruction · doi:10.1016/j.learninstruc.2011.08.001 · Cited by 66
A Test of Spatial Contiguity for Virtual Human’s Gestures in Multimedia Learning Environments
Craig, S. D., Twyford, J., Irigoyen, N., & Zipp, S. A. (2015) · Journal of Educational Computing Research · doi:10.1177/0735633115585927 · Cited by 63
“When constructing a computerized learning environment, the spatial contiguity principle should also be considered (Ginns, 2006).”
Evaluating Tutorial-Based Instructions for Controllers in Virtual Reality Games
Kao, D., Magana, A. J., & Mousas, C. (2021) · Proceedings of the ACM on Human-Computer Interaction · doi:10.1145/3474661 · Cited by 60
“In a systematic review of 50 studies, this principle was supported with an average effect size of 0.72 [29].”
BackgroundInfluentialPrinciples for Reducing Extraneous Processing in Multimedia Learning
Fiorella, L., & Mayer, R. E. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108894333.019 · Cited by 77
Cognitive Load Theory: Emerging Trends and Innovations
Ouwehand, K., Lespiau, F., Tricot, A., & PAAS, F. G. W. C. (2025) · Education Sciences · doi:10.3390/educsci15040458 · Cited by 95
Schüler, A., Arndt, J., & Scheiter, K. (2014) · Learning and Instruction · doi:10.1016/j.learninstruc.2014.09.005 · Cited by 64
“…process because making connections between text and pictures (two-mental-representations view) or merging them into a single mental representation (single-mental-representation view) should be facilitated if both representations are available at the same time (e.g., Ginns, 2006; Mayer, 2009).”
BackgroundThe cognitive basis for the split-attention effect.
Pouw, W. T. J. L., Rop, G., de Koning, B. B., & PAAS, F. G. W. C. (2019) · Journal of Experimental Psychology General · doi:10.1037/xge0000578 · Cited by 63
“…impose a lower cognitive load and lead to higher learning outcomes than spatially separated learning materials (Bodemer, Ploetzner, Feuerlein, & Spada, 2004; Chandler & Sweller, 1991, 1992; Mayer, Steinhoff, Bower, & Mars, 1995; Tarmizi & Sweller, 1988; see Ginns, 2006 for a meta-analysis).”
BackgroundExtended reality for enhancing spatial ability in architecture design education
Darwish, M., KAMEL, S., & Assem, A. M. (2023) · Ain Shams Engineering Journal · doi:10.1016/j.asej.2022.102104 · Cited by 55
Kim, Y.-J., Jeong, S., Ji, Y., Lee, S. E., Kwon, K. H., & Jeon, J. W. (2014) · IEEE Transactions on Education · doi:10.1109/te.2014.2329651 · Cited by 55
“In contrast to the above research, some studies presented the effects of splitting or integrating instructional content and found that spreading instruction over separate displays or media may reduce learning efficiency [15]–[17].”
ResultDistance Matters: Spatial Contiguity Effects as Trade‐Off between Gaze Switches and Memory Load
Bauhoff, V., Huff, M., & Schwan, S. (2012) · Applied Cognitive Psychology · doi:10.1002/acp.2887 · Cited by 59
Molina, A. I., Redondo, M. Á., Lacave, C., & Ortega, M. (2013) · Computers in Human Behavior · doi:10.1016/j.chb.2013.04.022 · Cited by 54
“This involves breaching two design principles proposed by Mayer: the spatial and temporal contiguity principles (Ginns, 2006).”
MethodLehren und Lernen mit digitalen Medien
Stegmann, K., Wecker, C., Mandl, H., & Fischer, F. (2018) · Springer eBooks · doi:10.1007/978-3-531-19981-8_42 · Cited by 55
Making sources visible: Promoting multiple document literacy with digital epistemic scaffolds
Barzilai, S., Mor-Hagani, S., Zohar, A. R., Shlomi-Elooz, T., & Ben-Yishai, R. (2020) · Computers & Education · doi:10.1016/j.compedu.2020.103980 · Cited by 49
The Use of Eye Tracking as a Research and Instructional Tool in Multimedia Learning
Scheiter, K., & Eitel, A. (2016) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-5225-1005-5.ch008 · Cited by 53
van Peppen, L. M., Verkoeijen, P. P. J. L., Heijltjes, A. E. G., Janssen, E. M., & van Gog, T. (2021) · Instructional Science · doi:10.1007/s11251-021-09559-0 · Cited by 67
“Splitting attention across time increases the likelihood that mental resources will be expended on activities extraneous to learning, which subsequently may hamper learning (i.e., temporal contiguity effect: e.g., Ginns, 2006).”
BackgroundIn situ understanding of performance bottlenecks through visually augmented code
Beck, F., Moseler, O., Diehl, S., & Rey, G. D. (2013) · International Conference on Program Comprehension · doi:10.1109/icpc.2013.6613834 · Cited by 50
“Therefore, extraneous cognitive load is reduced and cognitive resources for information processing is released, resulting in improved user’s information processing [10], [13].”
BackgroundApplying cognitive load theory to medical education: construct and measurement challenges
Young, J. Q., & Sewell, J. L. (2015) · Perspectives on Medical Education · doi:10.1007/s40037-015-0193-9 · Cited by 50
Integrating Motivation and Instruction: Towards a Unified Approach in Educational Psychology
Martin, A. J. (2023) · Educational Psychology Review · doi:10.1007/s10648-023-09774-w · Cited by 75
“Split attention occurs when information to solve a problem is presented in different parts of the learning space—such as in different parts of a screen or page (Ginns, 2006; Mayer & Moreno, 2010; Sweller, 2012).”
BackgroundUnderstanding and Enhancing the Use of Multiple External Representations in Chemistry Education
Corradi, D., Elen, J., & Clarebout, G. (2012) · Journal of Science Education and Technology · doi:10.1007/s10956-012-9366-z · Cited by 54
Facilitating Students’ Interaction in MOOCs through Timeline-Anchored Discussion
Chen, Y., Gao, Q., Yuan, Q., & Tang, Y. (2019) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2019.1574056 · Cited by 48
“By integrating discussion content with videos, we expected the design to reduce the extraneous load required for learners to shift their attention between watching the video and discussing it, and, therefore, to save cognitive resources for learning (Ginns, 2006; Sweller, 1994).”
BackgroundInstructional strategies framework for military training systems
Vogel-Walcutt, J. J., Fiorella, L., & Malone, N. (2013) · Computers in Human Behavior · doi:10.1016/j.chb.2013.01.038 · Cited by 51
“…should be presented in close proximity in both time and space (i.e., spatial/temp oral contiguity ) and that words should be presente d in spoken rather than text form when accompani ed by concurrent visuals (e.g., Bodemer, Ploetzner, Feuerlein, & Spada, 2004; see Ginns, 2006 for a meta-anlysis).”
BackgroundLee, C. H., & Kalyuga, S. (2011) · Language Learning · doi:10.1111/j.1467-9922.2011.00666.x · Cited by 51
Xie, H., Zhao, T., Deng, S., Peng, J., Wang, F., & Zhou, Z. (2021) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12568 · Cited by 45
Edler, D. (2020) · KN - Journal of Cartography and Geographic Information · doi:10.1007/s42489-020-00044-1 · Cited by 44
“To achieve this, it is the task of game creators to find combinations of (multisensory) stimuli that catch the user’s interest and attention—even if a high amount of cognitive resources is required to process the combined stimuli (see also Ginns 2006).”
BackgroundSupporting learning from illustrated texts: conceptualizing and evaluating a learning strategy
Schlag, S., & Ploetzner, R. (2010) · Instructional Science · doi:10.1007/s11251-010-9160-3 · Cited by 48
Benefits of guided self-management of attention on learning accounting.
Sithole, S. T. M., Chandler, P., Abeysekera, I., & Paas, F. (2017) · Journal of Educational Psychology · doi:10.1037/edu0000127 · Cited by 42
“The split-attention effect (e.g., Rose & Wolfe, 2000) can arise because information is spatially (spatial contiguity effect; e.g., Clark & Mayer, 2008) and temporally separated (temporal contiguity effect; e.g., Ginns, 2006).”
BackgroundMethodInfluentialSharing information now vs later
Wu, L. L., Shen, H., Li, M., & Deng, Q. (. (2017) · International Journal of Contemporary Hospitality Management · doi:10.1108/ijchm-10-2015-0587 · Cited by 44
Word-Sized Graphics for Scientific Texts
Beck, F., & Weiskopf, D. (2017) · IEEE Transactions on Visualization and Computer Graphics · doi:10.1109/tvcg.2017.2674958 · Cited by 42
“Hence, integrating the information into a single representation could avoid the split-attention effect and reduce cognitive load [1], [4].”
Background`Measuring cognitive load: mixed results from a handover simulation for medical students
Young, J. Q., Irby, D. M., Barilla-LaBarca, M.-L., ten Cate, O., & O’Sullivan, P. (2016) · Perspectives on Medical Education · doi:10.1007/s40037-015-0240-6 · Cited by 44
Metadata
- Authors
- Ginns, P.
- Affiliations
- The University of Sydney (AU)
- Corresponding author
- Ginns, Paul
- ORCID
- Ginns, Paul
- Venue
- Learning and Instruction
- Publisher
- Elsevier BV
- Published
- 2006-12
- Volume
- 16
- Issue
- 6
- Pages
- 511-525
- ISSN
- 0959-4752 (ISSN-L)
- OpenAlex
- W2094955066
- Semantic Scholar
- a0832e3feb0d2872dfd24c0800d23717a70f7921
- Cited by
- 403
- References
- 72
- Citations by year
- 2026: 26 · 2025: 25 · 2024: 16 · 2023: 17 · 2022: 20 · 2021: 39 · 2020: 24 · 2019: 30 · 2018: 13 · 2017: 19 · 2016: 27 · 2015: 24 · 2014: 26 · 2013: 23 · 2012: 25
- FWCI
- 0.93
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Learning and Instruction (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Education › Online and Blended Learning
- Keywords
- spatial contiguity, temporal contiguity, split-attention effect, instructional design, learning gains, multimedia learning
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
