multimedia and contiguity

Multimedia and Contiguity

Scott Coleman

Ed Tech 513

BSU

Objectives

Users of this tutorial will be able to recognize the multimedia and contiguity principles and be able to distinguish between effective and less effective applications of the principles.

Multimedia Principle

• Contents– Definition of multimedia principle– Why use the multimedia principle– Application examples

The Multimedia Principle

• The multimedia principle instructs designers to use words and graphics together rather than words alone.

Why Use the Multimedia Principle?

• Using multimedia provides opportunity for learners to engage in active learning.

• Active learning happens when learners integrate the words and graphics into a coherent cognitive representation (Clark and Mayer, 2008 p.57)

Application of the Multimedia Principle

• The image on the right is an example of a procedure being described using the multimedia principle.

• The learner is able to connect the text with the graphic description.

Image CC Ape Lad http://www.flickr.com/photos/apelad/2131853945/sizes/o/

• Here is another example of the Multimedia Principle.

• Again the learner is able to relate the text to a graphic which enables them to cognitively process what they observe.

Application of the Multimedia Principle

Image CC Omer van Cloeten http://www.flickr.com/photos/omervk/2098163251/

Contiguity Principle

• Contents– Definition of contiguity principle– Why use the contiguity principle– Application examples

The Contiguity Principle

The contiguity principle instructs designers to align words to corresponding graphics

Why Use the Contiguity Principle?

• Using the contiguity principle reduces the amount of extraneous processing thereby reducing the overall cognitive load.

• This is done by visually connecting corresponding words and graphics (Clark and Mayer, 2008 p.93)

Image CC Sandcastlematt http://www.flickr.com/photos/sandcastlematt/1433606432/

Application of the Contiguity Principle

• The instructions on the left are an example of the contiguity principle.

• The learner’s cognitive load is reduced because text version of each step is directly connected to the correlated image.

• The learner does not have to process extraneous information.

Check Your Understanding 1

• The multimedia principle states that you should:– Use graphics rather than words– Align words to corresponding images– Use words and graphics together– Use neither words or graphics

Click to see the answer

Check Your Understanding 1

• The multimedia principle states that you should:– Use graphics rather than words– Use words rather than graphics– Use words and graphics together– Use neither words or graphics

Check Your Understanding 2

• The contiguity principle states that you should:– Place text on a different screen from images – Align words with their corresponding images– Use words and graphics together– Use a Creative Commons license for your work

Check Your Understanding 2

• The contiguity principle states that you should:– Place text on a different screen from images – Align words with their corresponding images– Use words and graphics together– Use a Creative Commons license for your work

Check Your Understanding 3

• Is the multimedia principle being used in the image on the left?

Click for answer

Image CC Donsolo http://www.flickr.com/photos/donsolo/481054606/

Check Your Understanding 3

• Is the multimedia principle being used in the image on the left?

No, because there are no words associated with the images.

Image CC Donsolo http://www.flickr.com/photos/donsolo/481054606/

Check Your Understanding 4

• Is the contiguity principle being used in the image on the left?

Click for answer

Image CC Sandcastlematt http://www.flickr.com/photos/sandcastlematt/1433606432/

Check Your Understanding 4

• Is the contiguity principle being used in the image on the left?

Yes, because the images and the associated words are aligned.

Image CC Sandcastlematt http://www.flickr.com/photos/sandcastlematt/1433606432/

Works Cited

• Clark, R. C., & Mayer, R. E. (2007). E-Learning and the Science of Instruction (p. 476). John Wiley and Sons.