Designing for Incidental Learning: Spatial Contiguity in a Multimedia Environment

• In Event: 52.083 - Roundtable Session 19
  In Roundtable Session: 52.083-13 - Designing Digital Learning Environments

Abstract

Drawing on dual-process theories of cognitive function, the degree to which spatial contiguity influences incidental learning was examined. It was hypothesized that spatial contiguity would mediate what was learned even in the absence of an explicit learning goal. One hundred forty-nine (n=149) adults completed a multimedia activity while incidental learning material was displayed on the screen with varying degrees of spatial contiguity and without explanation. Upon completion of the task, participants were administered an unexpected retention test assessing their knowledge of the incidental learning material. The results provide evidence that spatial contiguity influenced what was learned without conscious processing. The paper ends with a discussion of the implications of dual-process theories for multimedia learning design and research.

Authors

• Seungoh Paek, University of Hawaii - Manoa

• Daniel L. Hoffman, Kamehameha Schools

• Antonios Saravanos, University of Oxford