Integrating information: A meta-analysis of the spatial contiguity and temporal contiguity effects

Cited by (403)

Items 101–200 of 403

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9. Action at an attentional distance: A study of children's reasoning about causes and effects involving spatial and attentional discontinuity
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10. The Split-Attention Effect
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20. Learning from split-attention materials: effects of teaching physical and mental learning strategies
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23. Split-Attention Effect
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24. Tracing enhances problem‐solving transfer, but without effects on intrinsic or extraneous cognitive load
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25. Effect of Computerized Gloss Presentation Format on Reading Comprehension: A Cognitive Load Perspective
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28. Learning from Multimedia: Cognitive Processes and Instructional Support
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29. Cueing effect in multimedia learning: A meta-analysis
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30. Facilitating information-seeking activity in instructional videos: The combined effects of micro- and macroscaffolding
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31. Examination of allostasis and online laboratory simulations in a middle school science classroom
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32. Color Coding of Circuit Quantities in Introductory Circuit Analysis Instruction
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33. ARound the Smartphone: Investigating the Effects of Virtually-Extended Display Size on Spatial Memory
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34. Technological Literacy Learning With Cumulative and Stepwise Integration of Equations Into Electrical Circuit Diagrams
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35. Lessening the Load of Misconceptions: Design-Based Principles for Algebra Learning
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37. The Roles of Working Memory and Cognitive Load in Geoscience Learning
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38. Training adult novices to use computers: Effects of different types of illustrations
    E. Kehoe, T. Bednall, L. Yin, Kirk N. Olsen, C. Pitts, J. Henry, Phoebe E. Bailey · 2009 · Computers in Human Behavior
39. Apprentissage incident des associations simples de stimulus-réponse : revue de la recherche avec la tâche d’apprentissage de contingences couleur-mot
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44. Using a 360° Virtual Reality or 2D Video to Learn History Taking and Physical Examination Skills for Undergraduate Medical Students: Pilot Randomized Controlled Trial
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46. Impacts of Color Coding on Programming Learning in Multimedia Learning: Moving Toward a Multimodal Methodology
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47. Transitional feedback schedules during computer-based problem-solving practice
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48. Spatial Continuity Effect vs. Spatial Contiguity Failure. Revising the Effects of Spatial Proximity Between Related and Unrelated Representations
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51. Computer-Based Learning of Geometry from Integrated and Split-Attention Worked Examples: The Power of Self-Management
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52. Cognitive Load Theory: Why It’s Important for International Business Teaching and Financial Reporting
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53. Spatially distributed instructions improve learning outcomes and efficiency.
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54. The Effects of Augmented Reality: A Comparative Study in an Undergraduate Physics Laboratory Course
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55. The Split-Attention Principle in Multimedia Learning
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56. The Effects of Temporal Contiguity and Expertise on Acquisition of Tactical Movements
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57. Using spatial contiguity and signaling to optimize visual feedback on students’ written explanations.
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58. Finger pointing to self‐manage cognitive load in learning from split‐attention examples
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60. Co-designing engaging and accessible data visualisations: a case study of the IPCC reports
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62. Memory-related cognitive load effects in an interrupted learning task: A model-based explanation
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63. CoLiDeS+ Pic: a cognitive model of web-navigation based on semantic information from pictures
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64. Internet cognitive failure and fatigue relevant to learners' self‐regulation and learning progress in E nglish vocabulary with a calibration scheme
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66. Analyzing the Effective Use of Augmented Reality Glasses in University Physics Laboratory Courses for the Example Topic of Optical Polarization
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70. Investigating the Modality and Redundancy Effects for Learners with Persistent Pain
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71. Effects of split attention revisited: A new display technology for troubleshooting tasks
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72. Timeline-Anchored Comments in Video-Based Learning: The Impact of Visual Layout and Content Depth
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73. Realistic details impact learners independently of split-attention effects
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74. How to Design Adaptive Information Environments to Support Self-Regulated Learning with Multimedia
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99. Learning from multimedia presentations: The effects of graphical realism and voice gender
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