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Integrating information: A meta-analysis of the spatial contiguity and temporal contiguity effects
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“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
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Spatial contiguity and incidental learning in multimedia environments
Paek, S., Hoffman, D. L., & Saravanos, A. (2016) · British Journal of Educational Technology · doi:10.1111/bjet.12488 · Cited by 9
“In a recent meta-analysis, Ginns (2006) reported strong evidence that increasing spatial contiguity can lead to substantial learning gains.”
BackgroundHanham, J., & Leppink, J. (2018) · Springer eBooks · doi:10.1007/978-981-13-2808-4_6 · Cited by 9
Contextual in situ help for visual data interfaces
Chundury, P., Yalçın, M. A., Crabtree, J., Mahurkar, A., Shulman, L. M., & Elmqvist, N. (2022) · Information Visualization · doi:10.1177/14738716221120064 · Cited by 9
How Does It Look? Exploring Meaningful Layout Features of Process Models
Bernstein, V., & Soffer, P. (2015) · Lecture notes in business information processing · doi:10.1007/978-3-319-19243-7_7 · Cited by 9
“, [1]) indicate that effective task performance can be achieved when extraneous load is minimized, releasing more capacity for intrinsic load.”
BackgroundTraining bioinformaticians in High Performance Computing
Pérez-Wohlfeil, E., Torreño, Ó., Bellis, L. J., Fernandes, P., Leskošek, B. L., & Trelles, O. (2018) · Heliyon · doi:10.1016/j.heliyon.2018.e01057 · Cited by 9
“Along the course, it was noted that to illustrate features in HPC it was important to use examples that were easy to understand, and which therefore reduced intrinsic cognitive load to the minimum [28, 29], effectively enabling students to focus into the incorporation of new learning schemas.”
BackgroundResearch-Based Guidelines for Multimedia Instruction
Mayer, R. E. (2007) · Reviews of Human Factors and Ergonomics · doi:10.1518/155723408x299861 · Cited by 10
Arndt, J., Schüler, A., & Scheiter, K. (2018) · The Journal of Experimental Education · doi:10.1080/00220973.2017.1363690 · Cited by 8
“This is because information from text and picture can then be kept and processed in working memory at the same time, which in turn makes it easier for learners to integrate the verbal and pictorial information (Mayer, 2009; see Ginns, 2006, for an overview).”
BackgroundEffects of instructional aids on the acquisition of dynamic decision-making skills
Frederiksen, C., Kehoe, E. J., & Wood, R. E. (2011) · Learning and Instruction · doi:10.1016/j.learninstruc.2011.01.002 · Cited by 8
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Using colour-coded digital annotation for enhanced case-based learning outcomes
Chiu, C., King, R., & Crossin, C. (2022) · Accounting Education · doi:10.1080/09639284.2022.2041056 · Cited by 8
“Temporal proximity enables a lesser time delay for locating and revisiting pertinent information, facilitating the retention and integration of the learning content (Ginns, 2006; Ozcelik et al., 2009).”
BackgroundMethodInfluentialGarcía-Rodicio, H. (2014) · Journal of Educational Computing Research · doi:10.2190/ec.50.1.b · Cited by 8
“These techniques are called coherence, contiguity, and redundancy principles, respectively, and have been largely supported by empirical research (Ginns, 2006; Mayer, Bove, Bryman, Mars, & Tapangco, 1996; Mayer, Heiser, & Lonn, 2001; Moreno & Mayer, 1999).”
MethodInvestigating the Use of Text Positions on Videos: An Eye Movement Study
Polat, H. (2020) · Contemporary Educational Technology · doi:10.30935/cedtech/7628 · Cited by 8
“The literature provides empirical evidence for the contiguity effect that students perform better learning outcomes when texts are integrated to the visuals than texts and visuals presented separately (Bétrancourt & Bisseret, 1998; Ginns, 2006; Johnson & Mayer, 2012; Mayer, 1997).”
BackgroundMethodCierniak, G., Scheiter, K., & Gerjets, P. H. (2009) · eScholarship (California Digital Library) · Cited by 8
Individual Differences in Visual and Verbal Channel Capacity and Learning Outcome from Film and Text
Sæverot, H., & Torgersen, G.-E. (2016) · Creative Education · doi:10.4236/ce.2016.718264 · Cited by 10
Gehret, A. U., & Elliot, L. B. (2025) · Educational Technology Research and Development · doi:10.1007/s11423-025-10476-z · Cited by 15
“The temporal contiguity principle in CTML involves narrating simultaneously with visual cues because it reduces the cognitive processing of retaining either the audio or visual information in working memory while waiting for the other (Ginns, 2006; Mayer & Anderson, 1991, 1992).”
Rui, Z., Chang, D., & Gu, Z. (2023) · International Journal of Human-Computer Studies · doi:10.1016/j.ijhcs.2023.103066 · Cited by 7
How Can Positive Effects of Pop-Up Windows on Multimedia Learning Be Explained?
Erhel, S., & Jamet, É. (2011) · HAL · Cited by 7
Grüninger, R., Specht, I., Lewalter, D., & Schnotz, W. (2013) · European Journal of Psychology of Education · doi:10.1007/s10212-013-0195-0 · Cited by 7
Developing digital competence - learning, teaching and supporting use of information technology
Kaasbøll, J. (2012) · Cited by 7
The Influence of Visual and Temporal Dynamics on Split Attention
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The closer, the better? Processing relations between picture elements in historical paintings
Glaser, M., Knoos, M., & Schwan, S. (2020) · Journal of Eye Movement Research · doi:10.16910/jemr.13.2.11 · Cited by 6
“…contiguity effect on perceptual (Bauhoff et al., 2012; Johnson & Mayer, 2012) and cognitive linkage (Beege et al., 2019; Chandler & Sweller, 1991; Ginns, 2006; Mayer & Fiorella, 2014), and doing so, used the measure of backward fixation counts, which to our knowledge is used rather seldom (e.g.…”
BackgroundMethodThe Effect of Cue Labeling in Multimedia Learning: Evidence From Eye Tracking
Hu, J., & Zhang, J. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.736922 · Cited by 9
“Previous studies have shown that the learning effect of picture-text contiguity is superior to that of picture-text distance (Ginns, 2006; Holsanova et al., 2009; Mayer, 2021).”
BackgroundProcedural Learning in Mixed Reality: Assessing Cognitive Load and Performance
Mugisha, G., & Arguel, A. (2025) · Education Sciences · doi:10.3390/educsci15030339 · Cited by 8
Corradi, D., Jaegher, C. D., Collazo, N. A. J., Elen, J., & Clarebout, G. (2013) · Lirias · Cited by 6
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“, 2008b), instructed fakers may become distracted, making the primary objective of faking on the GSS more difficult to achieve (Chandler & Sweller, 1992; Ginns, 2006).”
BackgroundInfluentialMeta-Analysis in Educational Technology Research: A Content Analysis
Fan, Z., Cheng, W., Chen, G., & Huang, R. (2016) · IEEE International Conference on Advanced Learning Technologies (ICALT) · doi:10.1109/icalt.2016.94 · Cited by 6
Garvey, A. M., Angulo, J. A. G., & Esteban, L. P. (2017) · Review of Business and Legal Sciences · doi:10.26537/rebules.v0i28.1024 · Cited by 6
“This psychological theory observes that the working memory of an individual has a limited capacity and the make-up of the cognitive load and the presentation of the information will affect an individual’s understanding of it (Ginns, 2006; Ragland, 2016) .”
BackgroundManaging Cognitive Load While Teaching Human Gait to Novice Health Care Science Students
Pociask, F. D., Morrison, G. R., & Reid, K. (2013) · Journal of Physical Therapy Education · doi:10.1097/00001416-201310000-00008 · Cited by 6
Impact of the format of user instructions on the handling of a wrist blood pressure monitor
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“It is a phenomenon that Mayer (2001) terms spatial contiguity (see Ginns 2006, for a review).”
BackgroundIntelligent Games for Learning and the Remediation of Dyslexia: Using Automaticity Principles
Jamshidifarsani, H., Garbaya, S., Lim, T., & Blazevic, P. (2021) · IEEE Systems Man and Cybernetics Magazine · doi:10.1109/msmc.2020.3007131 · Cited by 11
“Another key factor in automaticity acquisition is the contiguity of stimulus response or rules or regularities [22].”
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Transforming Learning Experiences Through Affordances of Virtual and Augmented Reality
Pang, C. G., & Cai, Y. (2023) · Gaming media and social effects · doi:10.1007/978-981-99-4958-8_6 · Cited by 9
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“…their arrangement in groups) can make intertextual relations even more salient (cf. Barzilai & Ka’adan, 2017; Jang & Schunn, 2012; Skuballa et al., 2018), and the spatial proximity of documents might further support comparison and integration of information across documents (cf. Ginns, 2006).”
BackgroundInfluentialInsigHTable: Insight-Driven Hierarchical Table Visualization With Reinforcement Learning
Li, G., He, P., Wang, X., Li, R., Liu, C. H., Ou, C., He, D. J., & Wang, G. (2024) · IEEE Transactions on Visualization and Computer Graphics · doi:10.1109/tvcg.2024.3404454 · Cited by 7
“The tabular technique [3] of table visualizations preserves the tabular layout whileembeddingvisual representations withinthe underlying table to avoid additional cognitive load by splitting users’ attentions [10], [11], [12], [13].”
Fleury, S., & Jamet, E. (2014) · Applied Ergonomics · doi:10.1016/j.apergo.2013.08.004 · Cited by 4
“There have, of course, been a great many studies of the parallel processing of visual information sources in the field of multimedia document comprehension (for a review, see Ginns, 2006).”
BackgroundExploiting Wearable Technologies to Measure and Predict Students’ Effort
Moissa, B., Bonnin, G., & Boyer, A. E. (2019) · Springer eBooks · doi:10.1007/978-3-319-64301-4_19 · Cited by 5
Cognitive and Graphic Design Principles for Creating Well-Organized, Visually Appealing Slide Decks
Cavanagh, T. M. (2022) · Business and Professional Communication Quarterly · doi:10.1177/23294906221131988 · Cited by 5
“Spatial contiguity is hypothesized to improve the clarity of messages by reducing the amount of effort that the audience wastes scanning materials for related elements (Ginns, 2006).”
BackgroundLehren und Lernen mit digitalen Medien: Ansätze und Befunde der empirischen Bildungsforschung
Stegmann, K., & Wecker, C. (2016) · Springer eBooks · doi:10.1007/978-3-531-20002-6_42-1 · Cited by 4
Using Augmented Reality in an Inquiry-Based Physics Laboratory Course
Kapp, S., Thees, M., Beil, F., Weatherby, T. S., Burde, J., Wilhelm, T. E., & Kühn, J. (2021) · Communications in computer and information science · doi:10.1007/978-3-030-86439-2_10 · Cited by 5
The effect of inserting an inter-stimulus interval in face–voice matching tasks
Smith, H. M. J., Dunn, A. K., Baguley, T. S., & Stacey, P. C. (2016) · Quarterly Journal of Experimental Psychology · doi:10.1080/17470218.2016.1253758 · Cited by 5
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Virtual Fidgets: Opportunities and Design Principles for Bringing Fidgeting to Online Learning
Ross, S. H., Sullivan, N., & Yoon, J. (2023) · CHI Conference Extended Abstracts on Human Factors in Computing Systems (CHI EA) · doi:10.1145/3544549.3585729 · Cited by 4
“’s recommendation to think about designing for the “margins” of a workspace [22], motivated by the concept of spatial contiguity, which fnds that placing instruction material close to each other helps with learning [15].”
BackgroundDoes presentation size of instructional materials influence the split‐attention effect?
Zhang, S., de Koning, B. B., & PAAS, F. G. W. C. (2024) · Applied Cognitive Psychology · doi:10.1002/acp.4223 · Cited by 4
“Meta-analyses by Ginns (2006) and Schroeder and Cenkci (2018) have confirmed the robustness of the split-attention effect across various topics and disciplines.”
MethodLearning from text and animations: A study into the need for cross-representational signaling
Désiron, J. C., Bétrancourt, M., & de Vries, E. (2021) · L’Année psychologique · doi:10.3917/anpsy1.214.0393 · Cited by 4
Reasoning More Efficiently with Primary Knowledge Despite Extraneous Cognitive Load
Lespiau, F., & Tricot, A. (2024) · Evolutionary Psychology · doi:10.1177/14747049241252694 · Cited by 8
“…task and the learner ’ s pro fi le, to promote learning, it is necessary to minimize cognitive load so that cognitive resources can be directed towards processing intrinsic cognitive load and thus germane cognitive load (Chen et al., 2016; Ginns, 2006; Kalyuga et al., 2003; Sweller et al., 2011).”
BackgroundMayer, R. E. (2009) · Cambridge University Press eBooks · doi:10.1017/cbo9780511811678.010 · Cited by 4
Proskurov, E. (2015) · Pedagogics psychology medical-biological problems of physical training and sports · doi:10.15561/18189172.2015.0706 · Cited by 4
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Sithole, S. T. M. (2015) · Journal of Accounting and Taxation · doi:10.5897/jat2015.0192 · Cited by 4
“As explained earlier, a meta-analysis of this effect has shown that integrated instructional material reduce the load on the working memory and has a positive effect on learning (Ginns, 2006).”
BackgroundThe assimilation of complex accounting concepts using the Cognitive Load Theory as a framework
Garvey, A. M., Esteban, L. P., & Angulo, J. A. G. (2017) · EDUCADE - Revista de Educación en Contabilidad Finanzas y Administración de Empresas · doi:10.12795/educade.2017.i08.04 · Cited by 4
“…design in the 1980‟s. CLT explains that the working memory of an individual has a limited capacity and the composition of the cognitive load and the presentation of the information will affect how an individual understands the information being learnt (Ginns, 2006; Ragland and Reck, 2016).”
BackgroundBrudzinski, M. R., Jaeger, A. J., & Shipley, T. F. (2019) · Seismological Research Letters · doi:10.1785/0220180289 · Cited by 4
Articuler connaissances en psychologie cognitive et ingénierie pédagogique
Tricot, A. (2021) · Raisons éducatives · doi:10.3917/raised.025.0141 · Cited by 4
Implications of the Four Component Instructional Design Model for Multimedia Learning
Kester, L., & van Merriënboer, J. J. G. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108894333.011 · Cited by 6
The Use of Eye Tracking as a Research and Instructional Tool in Multimedia Learning
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Glaser, M., Knoos, M., & Schwan, S. (2022) · Instructional Science · doi:10.1007/s11251-022-09593-6 · Cited by 4
“…such as the multimedia principle (Hu et al., 2021), the modality principle (Ginns, 2005), the spatial and the temporal contiguity principle (Ginns, 2006), or the cueing principle (Richter et al., 2016), but research on how to formulate audio explanations in order to foster knowledge…”
BackgroundNugteren, M. L., Tabbers, H. K., Scheiter, K., & PAAS, F. G. W. C. (2013) · Springer eBooks · doi:10.1007/978-1-4614-7485-2_24 · Cited by 4
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“Over the past 15 years, this approach has proven to be fruitful in enhancing learning from multimedia (e.g. Ginns, 2006; Mayer, 2009).”
BackgroundDesigning for Self-Efficacy: E-Mentoring Training for Ethnic and Racial Minority Women in STEM
Gish-Lieberman, J. J., Rockinson‐Szapkiw, A. J., Tawfik, A. A., & Theiling, T. M. (2021) · International Journal of Designs for Learning · doi:10.14434/ijdl.v12i3.31433 · Cited by 4
Haptics-Augmented Physics Simulation: Coriolis EffectPreprint
Hamza-Lup, F. G., & Page, B. (2019) · arXiv (Cornell University) · doi:10.48550/arxiv.1903.11567 · Cited by 4
“In cases where a fieldtrip is possible, witnessing the effect while standing on a rotating surface can induce nausea from motion sickness (Ginns, 2006).”
BackgroundThe neural correlates of cognitive load in learning: An fMRI study on graph comprehension
Özçelik, E. (2025) · Learning and Instruction · doi:10.1016/j.learninstruc.2025.102175 · Cited by 4
Wang, Y. (2025) · Frontiers in Psychology · doi:10.3389/fpsyg.2025.1618121 · Cited by 6
“…increase processing demands and depress learning, i.e., the split-attention/contiguity and redundancy families document this consistently (Ginns, 2006; Adesope and Nesbit, 2012; Trypke et al., 2023), and abrupt visual onsets (the perceptual class to which pop-ups belong) capture…”
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“…contiguity principle (Mayer & Moreno, 2003), which states that learners can make meaningful connections and better integrate verbal and visual information when the two are synchronized in time (i.e., presented simultaneously rather than sequentially) (Ginns, 2005, 2006; Mayer & Anderson, 1992).”
Reconceptualizing Cognitive Load Theory
Kalyuga, S., & Plass, J. L. (2025) · Oxford University Press eBooks · doi:10.1093/9780190078539.003.0007 · Cited by 3
Fostering Learning with Visual Displays
Mayer, R. E. (2013) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-62396-235-720251006 · Cited by 3
Knoos, M., Glaser, M., & Schwan, S. (2021) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2021.101970 · Cited by 3
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A Cognitive Load Perspective to Instructional Design for Online Learning
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Spatial versus normal audio guides in exhibitions: Cognitive mechanisms and effects on learning
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“Meta-analyses report medium mean effect sizes, namely d = .72 (Ginns, 2006) and g = .63 (Schroeder & Cenkci, 2018).”
InfluentialTechnology Affordances and Multimedia Learning Effects
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Navigation Leads Selection Considering Navigational Value of Keywords
Móro, R., & Bieliková, M. (2015) · International World Wide Web Conference (WWW) · doi:10.1145/2740908.2742764 · Cited by 3
“In contrary to a tag cloud, the navigation leads by being placed directly in the text, do not force the users to split their attention, which could otherwise lead to higher cognitive load of the users as shown in [2].”
BackgroundLearning from Multiphase Diagrams
Kline, K. A., & Catrambone, R. (2011) · Proceedings of the Human Factors and Ergonomics Society Annual Meeting · doi:10.1177/1071181311551116 · Cited by 3
“For example, a static diagram without motion cues can require learners to infer the direction of motion of system components (Betrancourt, 2005), and unlabeled diagrams can require learners to search the diagrams for components that are referenced in the text (Ginns, 2006).”
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Pastore, R., Asino, T. I., & Briskin, J. (2019) · J. Multim. Process. Technol. · doi:10.6025/jmpt/2019/10/2/49-59 · Cited by 3
“Additionally, Ginns (2006) conducted a meta-analysis of 43 studies, which showed that audio and visual representations were better for learning than text and visual.”
BackgroundKnoster, K. C. (2021) · The Research Repository @ WVU (West Virginia University) · doi:10.33915/etd.8322 · Cited by 3
The Cognitive Basis for The Split-attention EffectPreprint
Pouw, W. T. J. L., Rop, G., de Koning, B. B., & PAAS, F. G. W. C. (2019) · doi:10.31234/osf.io/z2q5j · Cited by 3
Does the size of tracing actions affect learning outcomes?
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“We speculate the distance of the large ellipse’s endpoints from the digits they highlighted may have diverted attention from mentally integrating the elements of each step, generating a split attention effect (Ginns, 2006).”
BackgroundSelf-citationMobile augmented reality impacts engagement, but not learning
Bhat, K. R., Verma, V., & Craig, S. D. (2025) · Computers & Education X Reality · doi:10.1016/j.cexr.2025.100122 · Cited by 2
K-12 Engineering Outreach: Design Decisions, Rationales, and Applications
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“Examples of extraneous processing are forcing students to split their visual attention by presenting mutually referring text and graphics in separate computer screens (Ayres & Sweller, 2005; Ginns, 2006), or presenting visual or auditory adjuncts that are not necessary to make the lesson intelligible (Moreno & Mayer,…”
BackgroundInfluentialThe images in television programs and the potential for learning unknown words
Rodgers, M. (2020) · Benjamins current topics · doi:10.1075/bct.109.itl.00012.rod · Cited by 3
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Effects of finger tracing on learning from spatially separated and integrated multimedia materials
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“Review studies have also demonstrated that learners studying from split-attention examples performed worse on learning tests compared to those studying from the physically integrated examples (Ginns, 2006; Schroeder & Cenkci, 2018).”
Criticisms and Desired Additional Modifications
Kalyuga, S., & Plass, J. L. (2025) · Oxford University Press eBooks · doi:10.1093/9780190078539.003.0004 · Cited by 1
Psychological Assessment Reports in Selection Decisions: The Role of Spatial Contiguity Principle
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“Two metaanalyses offer a general picture of how this principle works (Ginns, 2006; Schroeder & Cenkci, 2018), reporting effect sizes of d = 0.72 and g = 0.80, respectively.”
BackgroundInfluentialVisual Breakpoint Debugging for Sum and Product Formulae
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“Future directions also include to embed the mathematical representation into the source code editor to first, add valuable context (the surrounding source code) to the visualization and second, avoid extraneous cognitive load caused by a potential split attention effect [9]–[11].”
BackgroundHouse, J., & Dimmock, G. (2015) · Enhancing the Learner Experience in Higher Education · doi:10.14234/elehe.v7i1.89 · Cited by 2
“…2009, p.135; p.142-144; Moreno & Mayer, 1999; Ginns, 2006), and the temporal contiguity principle, which holds that people learn better ‘when corresponding words and pictures are presented simultaneously rather than successively’ (Mayer, 2009, p.153, p.160-162; Mayer & Anderson, 1992; Ginns, 2006).”
BackgroundApplying the Science of Learning to Undergraduate Science Education
Mayer, R. E. (2011) · Cited by 2
Huff, M., Bauhoff, V., & Schwan, S. (2010) · International Conference of Learning Sciences · Cited by 2
Oseni, M. O. (2014) · Energy & the Economy,37th IAEE International Conference,June 15-18, 2014 · Cited by 2
Ryu, J., & 신아람 (2017) · The Korean Journal of Educational Methodology Studies · doi:10.17927/tkjems.2017.29.1.103 · Cited by 2
Getting Smart about Split Attention
Mancilla, R. (2012) · IGI Global eBooks · doi:10.4018/978-1-4666-2821-2.ch012 · Cited by 2
Principles for Reducing Extraneous Processing in Multimedia Learning
Mayer, R. E., & Fiorella, L. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108894333.018 · Cited by 2
Multiple Representations and Learning Physics
Opfermann, M., Schmeck, A., & Fischer, H. E. (2021) · Challenges in physics education · doi:10.1007/978-3-030-87391-2_7 · Cited by 2
Exploring the Effects of Virtually-Augmented Display Sizes on Users’ Spatial Memory in Smartwatches
Marium-E-Jannat, & Hasan, K. (2023) · Proceedings - International Symposium on Mixed and Augmented Reality, ISMAR · doi:10.1109/ismar59233.2023.00070 · Cited by 2
“One such issue is the split attention effect [9] where the users have to split their visual attention between the main display and the virtual displays and this split in visual attention can sometimes degrade the overall performance [38, 44].”
Backgroundde Koning, B. B. (2024) · Education Sciences · doi:10.3390/educsci14030284 · Cited by 2
“…(i.e., split-attention format), whereas research has shown that presenting text and pictures close to each other in space (i.e., integrated format) improves learning and reduces cognitive demands on the learner; this has become known as the split-attention effect or spatial contiguity effect [2,3].”
Background
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
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