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

By Paul Ginns. 2006

379 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/a0832e3feb0d2872dfd24c0800d23717a70f7921

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

A Meta-analysis of the Segmenting Effect (2019, methodology): “The meta-analysis is described according to comparable meta-analyses in similar fields of research (e.g., Ginns 2005, 2006; Schneider et al. 2018a).”
Keep it Coherent: A Meta-Analysis of the Seductive Details Effect (2020, methodology): “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…”
The instructor’s face in video instruction: Evidence from two large-scale field studies. (2015, background): “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).”
Effects of Observing the Instructor Draw Diagrams on Learning from Multimedia Messages. (2016, background): “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).”
A Review of Research and a Meta-Analysis of the Seductive Detail Effect. (2012, methodology): “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).”
Bridging Cognitive Load and Self-Regulated Learning Research: A complementary approach to contemporary issues in educational research (2017, methodology): “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”
A psychological perspective on augmented reality in the mathematics classroom (2013, background): “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).”
Comic Cognition: Exploring the Potential Cognitive Impacts of Science Comics (2012, background): “In a meta-analysis, Ginns (2006) found that increasing the spatial contiguity of written and pictorial elements greatly improved learning, especially for complex materials.”
Explaining the split-attention effect: Is the reduction of extraneous cognitive load accompanied by an increase in germane cognitive load? (2009, background): “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),…”
Getting the point: Tracing worked examples enhances learning (2015, methodology): “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.”