Spatial+Contiguity+Principle

Quatrissia Johnson Sites The three web sites that I am including are great violation examples of Spatial Contiguity Principle. In each of the examples the graphics are separated from text. In “How to Knit the Knit Stitch” the narrative is written out below the video. Unfortunately, because of various button associated with the video such as “share” or “download,” the website does not adhere to the spatial contiguity principle. The other two sites violate the spatial contiguity principle as well. On these sites students are given a set of instructions, there is both graphic and text on the page but they are not placed close together, which can leads to much confusion. **__ Web Sites __** How to Knit the Knit Stitch []

Interactive Organic Mechanisms []

Interactive Organic Mechanisms []

Renee Johnson Sites How to tie a tie []

This site violate the Spatial Contiguity Principle because you have to scroll down way past the how to video to find the script for the video. Those who need to see the motions with the words will not be able to follow.

Discussion 2

Spatial Contiguity Principle Collaborative Group: Quatrissia Johnson and Renee Johnson

The Spatial Contiguity Principle-People learn more deeply when corresponding printed words and graphics are placed near rather than far from each other on the page or screen.

Sites that violate this principle Interactive Organic Mechanisms [] This example separates the information on the slide into two parts with empty space and text in the middle. To meet the standards of this principle the text should be close to or embedded within the images.

How to tie a tie [] This site violates the Spatial Contiguity Principle because you have to scroll down way past the how to video to find the script for the video. Those who need to see the motions with the words will not be able to follow.

References Mayer, R. (2001). //Multi-media Learning.// Cambridge, UK: Cambridge University Press. Mwangi, W. & Sweller, J. (1998). Learning to solve compare word problems: The effect of example format and generating self-explanations. //Cognition and Instruction, 16,// 173-199.