U.S. Army Research Institute, 12350 Research Parkway, Orlando, FL 32826, USA.
J Exp Psychol Appl. 2012 Jun;18(2):178-91. doi: 10.1037/a0026923. Epub 2012 Feb 6.
In three studies, eye movements of participants were recorded while they viewed a single-slide multimedia presentation about how car brakes work. Some of the participants saw an integrated presentation in which each segment of words was presented near its corresponding area of the diagram (integrated group, Experiments 1 and 3) or an integrated presentation that also included additional labels identifying each part (integrated-with-labels group, Experiment 2), whereas others saw a separated presentation in which the words were presented as a paragraph below the diagrams (separated group, Experiments 1 and 2) or as a legend below the diagrams (legend group, Experiment 3). On measures of cognitive processing during learning, the integrated groups made significantly more eye-movements from text to diagram and vice versa (integrative transitions; d = 1.65 in Experiment 1, d = 0.85 in Experiment 2, and d = 1.44 in Experiment 3) and significantly more eye-movements from the text to the corresponding part of the diagram (corresponding transitions; d = 2.02 in Experiment 1 and d = 1.35 in Experiment 3) than the separated groups. On measures of learning outcome the integrated groups significantly outperformed the separated groups on transfer test score in Experiment 1(d = .80) and Experiment 2 (d = .73) but not in Experiment 3 (d = .35). Spatial contiguity encourages more attempts to integrate words and pictures and enables more successful integration of words and pictures during learning, which can result in meaningful learning outcomes.
在三项研究中，参与者观看关于汽车刹车工作原理的单幻灯片多媒体演示时，记录了他们的眼球运动。一些参与者观看了整合呈现的演示文稿，其中每个单词的片段都显示在与其对应的图表区域附近（整合组，实验 1 和 3），或者观看整合呈现的演示文稿，其中还包括识别每个部分的附加标签（整合带标签组，实验 2），而其他参与者观看了分离呈现的演示文稿，其中单词显示在图表下方的段落中（分离组，实验 1 和 2），或者显示在图表下方的图例中（图例组，实验 3）。在学习过程中的认知加工测量中，整合组从文本到图表的眼球运动和反之亦然（整合过渡；实验 1 中的 d = 1.65，实验 2 中的 d = 0.85，实验 3 中的 d = 1.44），并且从文本到图表的对应部分的眼球运动显著增加（对应过渡；实验 1 中的 d = 2.02，实验 3 中的 d = 1.35）比分离组多。在学习结果的测量中，整合组在实验 1（d =.80）和实验 2（d =.73）的转移测试分数上显著优于分离组，但在实验 3（d =.35）中没有显著优于分离组。空间连续性鼓励更多尝试整合文字和图片，并使文字和图片在学习过程中更成功地整合，从而产生有意义的学习结果。
