Cited by 404Visual and Cognitive Learning ProcessesInnovative Teaching and Learning MethodsOnline and Blended Learning

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

Ginns, Paul·2006·Learning and Instruction

DOI 10.1016/j.learninstruc.2006.10.001

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“By doing so, they are reducing the intrinsic cognitive load typically found in difficult concepts such as those with spatial gaps (de Jong, 2010; Ginns, 2006).”
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“This can inadvertently increase the cognitive load for viewers[Ginns 2006; Sweller 1988].”
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“This leaves the split attention effect, i.e., the decrease in performance when a person must mentally integrate two or more sources of information, be it spatial or temporal (Ginns, 2006).”
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“The spatial contiguity principle suggests that integrating information near its referent improves learning [Ginns 2006].”
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“Another line of research on cognitive load showed that closely integrating mutually referring text and pictures is more eﬀective than split-source formats where text and picture are separated (Ginns 2006).”
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Method
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Revisions of the Split-Attention Effect
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Lægers kontekstualiseri ng af klinisk information PhD-afhandling af
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Background
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Influential
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Designing for Self-Efficacy: E-Mentoring Training for Ethnic and Racial Minority Women in STEM
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Impact of Responsive Design Interoperability on Educational Websites
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Integrated (Goal-Driven) Approach
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Conclusions
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Static Visual Displays for Deeper Understanding
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“Furthermore, the temporal contiguity principle, which holds that learning is enhanced when spoken explanations and visuals are presented simultaneously [22,25], is upheld by synchronizing the instructor’s speech with the drawing process.”
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Connect
Mayer, R. E. (2026) · Cambridge University Press eBooks · doi:10.1017/9781009776660.023
Contiguity Principle
Mayer, R. E. (2026) · Cambridge University Press eBooks · doi:10.1017/9781009776660.025
Synchrony Principle
Mayer, R. E. (2026) · Cambridge University Press eBooks · doi:10.1017/9781009776660.026
Automated Assessment of Temporal Contiguity Principle in Instructional Videos
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“31 ) [5] was empirically confirmed with strong effect ( d = − 0 .”
Temporal Contiguity Is Not a Single Threshold: Dose-Response Shapes of Audio-Visual Delay on Learning and Cognitive Load in Multimedia InstructionPreprint
Senthil Kumaran, C., Chouhan, R., & Sharma, A. (2026) · SSRN Electronic Journal · doi:10.2139/ssrn.7289880
Visualizing Multimodal UX and Human Motion data in 3D scenes
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“By applying the Spatial contiguity principle, our framework reduces this load by co-locating multivariate signals directly within the spatial context of the experience [Johnson and Mayer, 2012; Ginns, 2006].”
Multimediadesign
Niegemann, H., Weinberger, A., Korbach, A., & Malone, S. (2026) · Springer eBooks · doi:10.1007/978-3-662-73355-4_9
Effects of message framing and video remix on health misinformation correction using short video applications
Au, R. H. Y., Kong, Q., Song, Y., Chen, R., & Ku, K. Y. L. (2026) · Online Journal of Communication and Media Technologies · doi:10.30935/ojcmt/19269
Motivations- und Emotionsdesign
Niegemann, H., Weinberger, A., Korbach, A., & Malone, S. (2026) · Springer eBooks · doi:10.1007/978-3-662-73355-4_13
Multimedia learning with multiple modalities beyond hearing and sight
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“For example, the contiguity principle states that verbal and pictorial representations should be presented closely together (spatial contiguity; , 2006; Holsanova et al., 2009) and simultaneously (temporal contiguity; Baggett and Ehrenfeucht, 1983; Ginns, 2006).”
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Peeters, H., Habig, S., & Fechner, S. (2026) · Journal of Science Education and Technology · doi:10.1007/s10956-026-10354-0
When is instructor presence in instructional videos effective? Differentiating narration-only and onscreen information
Kessler, S., Beege, M., & Loibl, K. (2026) · Computers in Human Behavior Reports · doi:10.1016/j.chbr.2026.101379

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)
DOI: 10.1016/j.learninstruc.2006.10.001
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
Licence: www.elsevier.com/tdm/userlicense/1.0/ (tdm)
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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Integrating information: A meta-analysis of the spatial contiguity and temporal contiguity effects

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