Multimedia + Contiguity Principles

Understanding how to properly place and use text and static images in

multimedia presentations to promote active learning

Learning Objectives

After watching this slideshow, the learner will be able to:

1. Identify the definitions of both the multimedia and contiguity principles with 100% accuracy

2. Select—between two images—the graphic that properly uses both the multimedia and contiguity principles with 100% accuracy

The Multimedia Principle

• Simply put, the Multimedia Principle affirms that…

“People learn more deeply from words and graphics than from words alone.” (Clark & Mayer, 2008)

• The table below shows the six different graphic types that can be used in multimedia presentations

The Multimedia Principle: Graphics

Graphic Type Definition Example

1. Decorative Added for aesthetic value Clip art that is unrelated to the content

2. Representational Illustrates an object in the content

Screen capture of software page/application

3. Organizational Show qualitative relationships

Concept map

4. Relational Show quantitative relationships

Graph or pie chart

5. Transformational Show changes over time Screencast of how to use a software program

6. Interpretive Make otherwise intangible items “tangible”

Drawing of neurons firing in brain

The Contiguity Principle

• Simply put, the Contiguity Principle affirms that:

In multimedia presentations, printed words should be placed near the correlating graphic(s) in order to createa connection to the learner (Clark & Mayer, 2008)

The Contiguity Principle: Two Parts

Contiguity Principle One• Place printed words near

graphic(s)– Learners engage in active

learning by making connections to words and graphics (remember the Multimedia Principle)

Contiguity Principle Two• Synchronize spoken words

with graphic(s)– Learners engage in active

learning when narration is aligned with the correlating graphic(s)

Narrator: “This is a yellow star…”

Multimedia/Contiguity: A Review

The Multimedia Principle• Research shows that people

learn better when both words and graphics are used in multimedia lessons, rather than just words alone

The Contiguity Principle• Research shows that people

learn better when both printed and spoken words are aligned in close proximity with the graphics they represent

Self Assessment One1. Identify the learning principles described by the

definitions below. See the next slide for feedback.

Which principle affirms that printed and spoken words should be placed near the graphic(s) they describe?

Which principle affirms that people learn better from both words and graphics rather from words alone?

Multimedia Contiguity

Multimedia Contiguity

Self Assessment One: Feedback1. Identify the learning principles described by the

definitions below. See the next slide for feedback.

Which principle affirms that printed and spoken words should be placed near the graphic(s) they describe?

Which principle affirms that people learn better from both words and graphics rather from words alone?

Multimedia Contiguity

Multimedia Contiguity

Self Assessment Two

2. Which image (A or B) correctly uses the Multimedia and Contiguity Principles?

See next slide for feedback

Self Assessment Two: Feedback

2. Which image (A or B) correctly uses the Multimedia and Contiguity Principles?

Notice that not only doesimage B use words and agraphic, but it places themtogether and uses an arrowto solidify the relationship

Resources

• e-Learning and the Science of Instruction (Clark & Mayer, 2008)

• www.noggin.com (Moose A. Moose image)