Multimedia & Contiguity Principles

Multimedia & Contiguity Principles

Using words and graphics rather than words alone and aligning words to corresponding graphics.

After reading chapter four and five of ELearning and the Science of Instruction, I found several concepts of the chapter to be enlightening as I reflect on how I use graphics in my own classroom.  As I look back, I realize that, more often than not, I've used graphics for decorative and representational purposes only.  While I understand that each has its place, it's clear to see that other types of graphics support learning at much greater depths.  I've often struggled to get my learners to think at higher levels, and this may very well be one of the reasons why I was unable to get them to that point.  Instead of using graphics that only decorate or represent, its so important to locate/use graphics that allow students to think outside of their norm, to go above what they are traditionally used to, and to really begin to understand the key conceptual ideas presented in the text.
 I teach two concepts where visuals are highly crucial to understanding content.  I teach health and cover all of the body systems, including structure and function along with how the systems functions interdependently with other body systems.  Students definitely understand concepts more easily, and are able to process the information to working memory when they can visualize what is happening.  I also teach Earth science, and while it is impossible for students to actually go to geological sites to witness geologic happenings in person, virtual field trips or looking at a location using Google Earth or a Google map  is one way to help students construct knowledge and then keep it in long-term memory.

I also found it enlightening that the learners "developed a deeper understanding" of a difficult concept by looking at graphics and text.  Unfortunately though, not only did I not include graphics with text, I also placed text below the graphic, for esthetic purposes.  I never realized that learners understood the concepts being presented with much more clarity when the text and pictures were close together on the page. 

As I read through chapter five, as a learner I found myself identifying with the frustrations of violating the contiguity principles.  In particular, I find it extremely frustrating when directions are not on the same page or not aligned with a task that needs to be done.  As I related to the frustrations that I felt, I imagined what it would be like for my lower or learning support students if/when this occurs for them.  While reading about cognitive load, it was easy to see how learning becomes much more difficult when students have to page back and forth to find answers or to understand meaningful feedback.  I can also understand how learners have difficulty with working memory when they have increased work connecting the words and visuals on the page.  If those visuals and words aren't on the same page, it becomes even more difficult for them.  Just imagine how difficult it would be for the lowest learners in a mixed ability classroom to make those connections.
I feel like I've use both the idea of graphics w/text and graphics aligned w/text well when I do interactive activities on my smart board.  In particular, I project a graphic of the human body onto the board, along with the structures and functions [these are hidden behind a shape at the bottom of the screen].  Students do the matching and figuring out the functions of the body parts on their own.  Once we do that on the board, I print the graphic along with the labeled structure with its corresponding function for students.  According to the principles discussed in chapters four and five, this activity and the resulting graphic aligns with the multimedia and contiguity principles.  I'm excited to continue creating meaningful graphics for my students, and hope that they are able to more clearly understand the content I'm presenting at deeper levels than ever before.



Clark, R., & Mayer, R. (2008). E-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning: Third Edition: pp. 81: Pfeiffer