A narrative review cites one study in which simultaneous notes, worked example and explanation aided understanding, and another in which temporally contiguous instruction lowered perceived cognitive load¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 3 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Chang et al. (2011) found simultaneous presentation of lecture notes, a worked example, and instructor explanations facilitated understanding of a programming language on pre- and post-tests; Cheng et al. (2015) found students receiving temporally contiguous instruction reported lower perceived cognitive load. → Marjorie Ceballos 2022

Evidence¶

Ceballos & Nutta 2022¶

Ceballos, M., & Nutta, J. W. (2022). Emergent bilinguals and multimedia instructional design: Applying the science of learning principles to dual language instruction. Education Leadership Review, 23(1). ERIC EJ1380081

q2 · i? · review · r2

Narrative review attribution covering two studies: Chang et al. (2011) on split-attention in learning a computer programming language using pre- and post-tests, and Cheng et al. (2015) using a cognitive load pre- and post-test. Perceptual and test-based outcomes; no effect sizes printed.

"Cheng et al. (2015) found that students who received instruction attending to temporal contiguity reported a lower perception of cognitive load."

Discussion¶

Related Claims¶

• Segmenting Improves Multimedia Learning — related
• Split Attention Effect Degrades Learning — related
• Cognitive Load Reduction Improves Learning — related
• On-screen text that duplicates the narration of a diagram can hurt learning, but spoken–written redundancy is not harmful on average and helps over spoken-only presentation in some conditions — related
• Redundant on-screen text impairs learning when it competes with a visualization, though written text duplicating narration alone can help — related
• Automated CTML metrics show significant improvement in temporal contiguity and coherence for CTML-informed videos, while modality, redundancy, and image quality show no significant difference — related
• The pipeline feasibly produces coherent, synchronized educational videos from textbook queries, integrating retrieval, image generation, animation, and speech — a narrower finding that bears on this claim
• Presenting related material contiguously in space and time yields large learning benefits — a broader claim this one bears on
• Spatial and temporal contiguity effects do not differ significantly in mean magnitude — related
• Contiguity effects show no statistically reliable difference between static and dynamic presentation of visual information — related
• Temporal cueing of event boundaries, such as adding key frames to dynamic visualizations, improves posttest performance — related
• Multiple representations and explanations of math concepts aid student understanding, but faculty lack time to source or develop them — related
• Multimedia initial instruction lowers students' perceived difficulty of problems across instruction, practice, and posttest phases — a narrower finding that bears on this claim