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Article 2019

Spatial Continuity Effect vs. Spatial Contiguity Failure. Revising the Effects of Spatial Proximity Between Related and Unrelated Representations

Thumb ticker sm maria wirzberger profil
Software Workshop
Maria Wirzberger
Tenure-Track Professor & Guest Scientist

The split-attention effect refers to learning with related representations in multimedia. Spatial proximity and integration of these representations are crucial for learning processes. The influence of varying amounts of proximity between related and unrelated information has not yet been specified. In two experiments (N1 = 98; N2 = 85), spatial proximity between a pictorial presentation and text labels was manipulated (high vs. medium vs. low). Additionally, in experiment 1, a control group with separated picture and text presentation was implemented. The results revealed a significant effect of spatial proximity on learning performance. In contrast to previous studies, the medium condition leads to the highest transfer, and in experiment 2, the highest retention score. These results are interpreted considering cognitive load and instructional efficiency. Findings indicate that transfer efficiency is optimal at a medium distance between representations in experiment 1. Implications regarding the spatial contiguity principle and the spatial contiguity failure are discussed.

Author(s): Beege, Maik and Wirzberger, Maria and Nebel, Steve and Schneider, Sascha and Schmidt, Nina and Rey, Günter Daniel
Journal: Frontiers in Education
Volume: 4:86
Year: 2019
Bibtex Type: Article (article)
DOI: 10.3389/feduc.2019.00086
URL: https://doi.org/10.3389/feduc.2019.00086
Electronic Archiving: grant_archive

BibTex 

@article{Beege2019,
  title = {Spatial Continuity Effect vs. Spatial Contiguity Failure. Revising the Effects of Spatial Proximity Between Related and Unrelated Representations},
  journal = {Frontiers in Education},
  abstract = {The split-attention effect refers to learning with related representations in multimedia. Spatial proximity and integration of these representations are crucial for learning processes. The influence of varying amounts of proximity between related and unrelated information has not yet been specified. In two experiments (N1 = 98; N2 = 85), spatial proximity between a pictorial presentation and text labels was manipulated (high vs. medium vs. low). Additionally, in experiment 1, a control group with separated picture and text presentation was implemented. The results revealed a significant effect of spatial proximity on learning performance. In contrast to previous studies, the medium condition leads to the highest transfer, and in experiment 2, the highest retention score. These results are interpreted considering cognitive load and instructional efficiency. Findings indicate that transfer efficiency is optimal at a medium distance between representations in experiment 1. Implications regarding the spatial contiguity principle and the spatial contiguity failure are discussed.},
  volume = {4:86},
  year = {2019},
  slug = {beege2019},
  author = {Beege, Maik and Wirzberger, Maria and Nebel, Steve and Schneider, Sascha and Schmidt, Nina and Rey, G{\"u}nter Daniel},
  url = {https://doi.org/10.3389/feduc.2019.00086}
}