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
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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
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).”
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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