In regards to multimedia learning, contiguity refers to the "align(ment) of words to corresponding graphics" (Clark & Mayer, 2011, p. 91). In our course text, two contiguity principles are highlighted. Below, please see evidence I have provided to illustrate these two contiguity principles.
Contiguity Principle #1
Contiguity Principle #1 states that we should "place printed words
near corresponding graphics" (Clark & Mayer, 2011, p. 93). Inserted here is a series of screen shots our school's instructional coach took to help illustrate for teachers how we can print one of our Accelerated Reader reports. She kept the instructions clear and concise. She also embedded them in with the screenshots and used arrows to move the viewer's eye from the instructions to the corresponding controls. This clearly illustrates words near corresponding, supportive graphics. She would have violated Contiguity Principle #1 if she had merely made a bulletted list of instructions with a series of random screenshots scattered throughout her document. |
Contiguity Principle #2
Contiguity Principle #2 states that we should "synchronize spoken words
with corresponding graphics" (Clark & Mayer, 2011, p. 102). For example, when narration is needed to emphasize meaning or demonstrate content being shown by animated graphics. The video on Dual Coding Theory I have embedded demonstrates graphics appearing as the narrated corresponding text is spoken. This illustrates contiguity in that each part of the graphic appears and moves in a manner that properly illustrates learning with the Dual Coding Theory. |
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Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco: Pfeiffer.
4pt Limited. (2014 November 7). Illustration & e-learning (Dual coding theory). Retrieved from https://youtu.be/h9Fuhds6MTU