Chapter 5 - Applying the Contiguity Principle
Written by Corinne Blake
Brains can only hold so much information. Scientists have researched the idea of cognitive load theory and its effects for years. One of these effects is known as the split-attention effect. This occurs when the learner is presented information in two different ways that leads to a disconnect in understanding (Kalyuga, Chandler, & Sweller, 1999). This effect can happen when educators do not organize their information properly. In Chapter 5, Clark and Mayer (2011) discuss their Contiguity Principle and how splitting ones attention should be avoided. This principle was designed to inform educators to stop and think about the most effective ways to deliver information to their students. Separating information can lead to extraneous load and will not allow the learner to process the information properly. Clark and Mayer (2011) argue that learners are not robots and they need to make connections in order to learn. This chapter focuses specifically on the connection between words and graphics. Words can both be written and spoken; therefore, this chapter has been divided into two separate parts, labeled Contiguity Principle 1 and Contiguity Principle 2.
Contiguity Principle 1 deals with words in the form of printed text. These words need to be presented near the corresponding graphic(s). For example, if given a picture it should be labeled with arrows instead of a legend or key at the bottom of the page. When presenting an image online, a rollover can be a solution however, the designer must be careful not to block the graphic in the process. Pop-ups and scrolling screens that prevent information from being displayed at the same time can also make learning difficult for the student. When designing an online learning environment, educators should avoid separating feedback from work, directions from exercises, and lesson screens from linked windows. In addition, the term graphics does not only refer to pictures. Educators need to be aware of how they present related text information when it corresponds to an animation as well. Having words scrolling at the same time as the animation is playing can be distracting. The solution given is to place the text for reading and then instruct the learner to press the play button when finished. This allows the learner to absorb both styles of information so they are complementary instead of splitting their attention. Evidence for this principle was found during several tests. For example, an eye-tracking test showed that when graphics are integrated throughout written text the learner would read and views the pictures whereas when the graphics are separated from the text, the learner seems to focus mostly on the pictures and overlooks the text.
Contiguity Principle 2 deals with words that are spoken. Narrations need to correspond to the graphics by showing them synchronously. In addition, icons for narrations and videos should be the same to avoid delay between the two. Evidence for this principle was found during several experiments where students were given integrated and separated presentations. Those with the integrated presentations scored better on the knowledge transfer test then those from the separated presentation group. Since the information was presented together, the learner could see the relationships with less effort and avoid cognitive overload.
Reflection on Chapter 5
Written by Corinne Blake
The Contiguity Principle is important to consider because it helps educators how to best display combined graphics and words. When teaching students using only words or just graphics is not effective. Therefore, they must be combined in a complementary way. I had always believed that using multiple ways to share information helps to reach a wider range of students however, the eye-tracking test slightly changed my views. Just because pictures and text are shown together doesn’t mean that the learner will take in both. This affects how I will design worksheets, tests, and online learning environments to make sure the text and graphics are integrated when presented. In addition, when dealing with flipped classrooms, like in our ISD project, narrations need to be synchronous with the animations. Therefore, we will have to make sure that the audio and visual components are working together when we make our videos as well as instruct other educators on how to make theirs. Though I am pursuing this degree so that I may teach online, this principle has impacted how I will think to set up my online classroom.
Chapter 6 - Applying the Modality Principle
Written by J. Aaron Hurd
Research shows that the use of audio in e-learning environments has a significant impact on the retention rates of learners than just showing text to describe visuals and learning principles. The importance of these gains can make a considerable difference when the presentations use fast-paced processes or when building on complex ideas. This use of presenting words as speech rather than on-screen text is known as the Modality Principle. The authors state that cognitive theory and research evidence show that the addition of spoken words to graphic animations and fast moving frames support learning and understanding rather than printed words within presentations (Clark & Mayer, 2011).
There are limitations listed when using the Modality Principle though. Some technology requirements may limit the ability to use sound when only visual processes are possible (Clark & Mayer, 2011). In cases when words may be new and unknown, the use of visual terms may be of greater use to help the student identify it in future cases. Different psychological reasons for and against the use of the Modality Principle show that people learn in such a way that the presents of on-screen text can cause a conflict in the way that the human mind works (Clark & Mayer, 2011). When a student's eyes are focused on the text on a screen they are less able to process the pictorial information that is also being processed.
Finally, one must ask, does this mean that the Modality Principle should always be applied to all situations? No, this is not the ideal way to present any material. Clark and Mayer (2011) believe that the Modality Principle does follow the way that the human mind works, but not all cases of presentation call for on screen text to be shown at the same time as graphics. At the same time other factors must be taken into consideration as how complex the material may be for the students and if the learner has the ability to control the pace of the presentation.
Reflection on Chapter 6
Written by Corinne Blake
This principle is important because it describes how to reduce visual processing allowing your brain to get more information because it is being processed as both visual and auditory. This principle makes educators think about how they present information so that the learner can get the most out of the information presented. This principle applies directly to how the information is presented in videos during a flipped classroom. The Modality Principles makes me consider the types of educational technology available. Overhead projects, Elmos, and SmartBoards all have to capability to show graphics and it is up to the teacher to provide the audio to go with it. Therefore, teachers like me have the responsibility to present information in accordance with the Modality Principle.
References
Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction. (3rd ed.). San Francisco, CA: Pfeiffer.
Kalyuga, S., Chandler, P., & Sweller, J. (1999). Managing split-attention and redundancy in multimedia instruction. Applied Cognitive Psychology, 13(4), 351-371.
Written by Corinne Blake
Brains can only hold so much information. Scientists have researched the idea of cognitive load theory and its effects for years. One of these effects is known as the split-attention effect. This occurs when the learner is presented information in two different ways that leads to a disconnect in understanding (Kalyuga, Chandler, & Sweller, 1999). This effect can happen when educators do not organize their information properly. In Chapter 5, Clark and Mayer (2011) discuss their Contiguity Principle and how splitting ones attention should be avoided. This principle was designed to inform educators to stop and think about the most effective ways to deliver information to their students. Separating information can lead to extraneous load and will not allow the learner to process the information properly. Clark and Mayer (2011) argue that learners are not robots and they need to make connections in order to learn. This chapter focuses specifically on the connection between words and graphics. Words can both be written and spoken; therefore, this chapter has been divided into two separate parts, labeled Contiguity Principle 1 and Contiguity Principle 2.
Contiguity Principle 1 deals with words in the form of printed text. These words need to be presented near the corresponding graphic(s). For example, if given a picture it should be labeled with arrows instead of a legend or key at the bottom of the page. When presenting an image online, a rollover can be a solution however, the designer must be careful not to block the graphic in the process. Pop-ups and scrolling screens that prevent information from being displayed at the same time can also make learning difficult for the student. When designing an online learning environment, educators should avoid separating feedback from work, directions from exercises, and lesson screens from linked windows. In addition, the term graphics does not only refer to pictures. Educators need to be aware of how they present related text information when it corresponds to an animation as well. Having words scrolling at the same time as the animation is playing can be distracting. The solution given is to place the text for reading and then instruct the learner to press the play button when finished. This allows the learner to absorb both styles of information so they are complementary instead of splitting their attention. Evidence for this principle was found during several tests. For example, an eye-tracking test showed that when graphics are integrated throughout written text the learner would read and views the pictures whereas when the graphics are separated from the text, the learner seems to focus mostly on the pictures and overlooks the text.
Contiguity Principle 2 deals with words that are spoken. Narrations need to correspond to the graphics by showing them synchronously. In addition, icons for narrations and videos should be the same to avoid delay between the two. Evidence for this principle was found during several experiments where students were given integrated and separated presentations. Those with the integrated presentations scored better on the knowledge transfer test then those from the separated presentation group. Since the information was presented together, the learner could see the relationships with less effort and avoid cognitive overload.
Reflection on Chapter 5
Written by Corinne Blake
The Contiguity Principle is important to consider because it helps educators how to best display combined graphics and words. When teaching students using only words or just graphics is not effective. Therefore, they must be combined in a complementary way. I had always believed that using multiple ways to share information helps to reach a wider range of students however, the eye-tracking test slightly changed my views. Just because pictures and text are shown together doesn’t mean that the learner will take in both. This affects how I will design worksheets, tests, and online learning environments to make sure the text and graphics are integrated when presented. In addition, when dealing with flipped classrooms, like in our ISD project, narrations need to be synchronous with the animations. Therefore, we will have to make sure that the audio and visual components are working together when we make our videos as well as instruct other educators on how to make theirs. Though I am pursuing this degree so that I may teach online, this principle has impacted how I will think to set up my online classroom.
Chapter 6 - Applying the Modality Principle
Written by J. Aaron Hurd
Research shows that the use of audio in e-learning environments has a significant impact on the retention rates of learners than just showing text to describe visuals and learning principles. The importance of these gains can make a considerable difference when the presentations use fast-paced processes or when building on complex ideas. This use of presenting words as speech rather than on-screen text is known as the Modality Principle. The authors state that cognitive theory and research evidence show that the addition of spoken words to graphic animations and fast moving frames support learning and understanding rather than printed words within presentations (Clark & Mayer, 2011).
There are limitations listed when using the Modality Principle though. Some technology requirements may limit the ability to use sound when only visual processes are possible (Clark & Mayer, 2011). In cases when words may be new and unknown, the use of visual terms may be of greater use to help the student identify it in future cases. Different psychological reasons for and against the use of the Modality Principle show that people learn in such a way that the presents of on-screen text can cause a conflict in the way that the human mind works (Clark & Mayer, 2011). When a student's eyes are focused on the text on a screen they are less able to process the pictorial information that is also being processed.
Finally, one must ask, does this mean that the Modality Principle should always be applied to all situations? No, this is not the ideal way to present any material. Clark and Mayer (2011) believe that the Modality Principle does follow the way that the human mind works, but not all cases of presentation call for on screen text to be shown at the same time as graphics. At the same time other factors must be taken into consideration as how complex the material may be for the students and if the learner has the ability to control the pace of the presentation.
Reflection on Chapter 6
Written by Corinne Blake
This principle is important because it describes how to reduce visual processing allowing your brain to get more information because it is being processed as both visual and auditory. This principle makes educators think about how they present information so that the learner can get the most out of the information presented. This principle applies directly to how the information is presented in videos during a flipped classroom. The Modality Principles makes me consider the types of educational technology available. Overhead projects, Elmos, and SmartBoards all have to capability to show graphics and it is up to the teacher to provide the audio to go with it. Therefore, teachers like me have the responsibility to present information in accordance with the Modality Principle.
References
Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction. (3rd ed.). San Francisco, CA: Pfeiffer.
Kalyuga, S., Chandler, P., & Sweller, J. (1999). Managing split-attention and redundancy in multimedia instruction. Applied Cognitive Psychology, 13(4), 351-371.