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

被引：209

作者：

Ginns, Paul ^{[1
]}

机构：

[1] Univ Sydney, Inst Teaching & Learning, Sydney, NSW 2006, Australia

来源：

LEARNING AND INSTRUCTION | 2006年 / 16卷 / 06期

关键词：

spatial contiguity; temporal contiguity; cognitive load; meta-analysis;

D O I：

10.1016/j.learninstruc.2006.10.001

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This article reviews research on the spatial contiguity and temporal contiguity effects. Research on these instructional design effects has focussed on the instructional benefits for novices of reducing split attention between spatially or temporally disparate but related elements of information. Meta-analytic techniques were applied to 50 independent studies yielding performance data. Major hypotheses regarding the instructional benefits of reducing split attention across time or space were supported, including the effect of a hypothesised moderator, the complexity of learning materials. The analyses indicate that, for complex learning materials in particular, increasing either the spatial or temporal contiguity of related elements of information can lead to substantial learning gains. (C) 2006 Elsevier Ltd. All rights reserved.

引用

页码：511 / 525

页数：15

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