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Journal Critique: Contiguity Principle-Changing Static Illustration to Animation
Kathy Vaughan
School of Education, Liberty University
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Journal Critique: Contiguity Principle-Changing Static Illustration to Animation
The contiguity principle explains the need to present related information close to each other to
improve learning. When changing static illustrations into animation, the contiguity principle can
be applied to ensure effective communication and understanding. However, key steps will ensure
the learner receives effective communication and understanding. Those steps include identifying
key elements that need to be animated, including objects, processes, or concepts that require
motion to convey the message better. First, matching text to animation guarantees that any
relevant text or labels in the static illustration follow with the animation. Synchronizing with
animation helps learners connect the visual elements and the accompanying information.
Sequentially presenting the animation, moving from one concept or step to the next, allows
learners to grasp the information logically, reinforcing the flow of information and using
animation to highlight any changes or transformations happening within the illustration. The
change draws attention to key details and helps learners effectively understand.
In today's rapidly evolving digital landscape, static illustrations have become outdated for
expressing ideas and concepts. With the increasing demand for visually engaging content,
animations have become a powerful tool for captivating audiences and delivering dynamic
messages. Transform visuals by converting a static illustration into an animation, adding
movement, depth, and interactivity. Whether educators want to enhance a marketing campaign,
educate an audience, or insert excitement into a website or app, converting a static illustration to
an animation opens up a world of possibilities. The articles in this critique used meaningful
sample sizes, indicating that the information provides a rough but useful idea about their opinion
and understanding. The approach used is a basic contrast of the articles to understand the
different perspectives of using the contiguity principle by using animation instead of static
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illustrations. Using a basic contrast will examine if animation, compared to static illustration,
significantly impacts the contiguity principle.
Overview
The journal article by Castro-Alonso et al. (2021) explores the importance of
instructional materials in facilitating learning and the need to optimize them for better learning
outcomes. The author emphasizes the role of cognitive load theory in understanding how to
allocate cognitive resources during learning and how to design instructional materials that
optimize learning processes. The article then presents five strategies for managing cognitive load
in instructional materials: segmenting, signaling, weeding, personalizing, and offloading. In Koć-
Januchta et al. (2019) journal, the authors investigate the role of cognitive style and modality in
multimedia learning. The article emphasizes the current use of multimedia in educational settings
and the importance of understanding the factors influencing learning outcomes when using
different modalities, such as visual and verbal information. The focus is on cognitive style, the
learner’s favorite way of processing information, and the visual-verbal cognitive style
dimension, which classifies learners as visualizers or verbalizers based on their preference for
processing information. The study by Wang & Tseng (2020) investigated the effectiveness of
animation versus static illustration in learning star motions and the ability to understand, reason,
and remember using these two types of visualizations for learning. In the journal by Yang et al.
(2018), the article compares the effects of animation-based instruction and static picture-based
instruction on learners’ performance and cognitive load in the context of learning genetics. The
article supports the finding that animation imposes the least extraneous cognitive load. The
article delves into the effectiveness of animation or static pictures in supporting learning.
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Research Questions
The first article by Castro-Alonso et al. (2021) the question “focus on five of these
strategies or solutions to problematic instructional designs in Multimedia learning: (a) The
multimedia principle (use visualizations and drawings to complement texts); (b) the split-
attention effect or spatial contiguity principle (show texts contiguously or integrated with
visualizations); (c) the redundancy effect, like the coherence principle (remove nonessential
learning information); (d) the signaling principle (cue or signal essential learning information);
and (e) the transient information effect or segmenting principle (segment or control the pace of
animations and videos)” (Castro-Alonso et al., 2021, p. 1379). The author explores strategies that
can enhance the effectiveness of instructional materials by managing cognitive load for both
instructors and learners. The primary question in the study by Koć-Januchta et al. (2019) is that
the researcher investigates the “effect of visual and verbal cognitive style on learning from
different types of visualization and modalities of explanatory text“ (Koć-Januchta et al., 2019, p.
747). The authors explore the role of cognitive style and modality in multimedia learning.
Wang & Tseng (2020) question included “investigate the relative effectiveness of
dynamic and static visualizations to foster knowledge acquisition in the domain of star
movements and to investigate the influence of students’ spatial ability on their learning outcomes
in accordance with these two types of visualizations” (Wang & Tseng, 2020, p. 66). The
assumption is that animated visualization outperformed learners with static visualizations when
learning related to star movements.
Yang et al. (2018) journal “examine the relative effectiveness of using an animation
versus static pictures in terms of supporting the learning of genetics” (Yang et al., 2018, p. 1).
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The study delves into animation and static picture approaches to determine the effects of
extraneous cognitive load to learn invisible wonders and to obtain greater success.
The questions are all specific, but what if the baseline of each question only addresses
animation and static illustration and its effects on the learner? The only particular thing that
stood out was that each study had a degree of success but felt more research was needed. One
thing that seems to be presented in all journals is the generalization of the findings. The results
may have limited applicability to other contexts or populations. Use caution when utilizing the
results in other products. More research is required to explore and validate the effects of
modality and redundancy in various diverse learning environments.
Research Designs
Koć-Januchta et al. (2019). Wang & Tseng (2020), and Yang et al. (2018), studies used
quantitative tools, and each author expressed a similar opinion about using a quantitative
research design as it provides standardized data collection and generalized findings. The strength
of using quantitative tools allows the researcher to conduct direct comparison, replication of the
study, conduct hypothesis testing, and use larger sample populations. Castro-Alonso et al. (2021)
study used a Qualitative research design using a grounded theory approach and a secondary
research method. The type of design is sometimes unreliable, subjective, generalized, and
manual. The articles offer a diverse approach to design procedures using controlled or
observative study methods. As researchers conduct studies, bias becomes a concern for products
that lack experimentally tested research.IThe instruments used throughout the four studies
included observations, interviews, focus groups, testing, and gathering data.IThe quantitative
design stands out because the research gains understanding based on the questions they are trying
to answer. However, using a qualitative design approach when presented with limited resources
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offers an opportunity to gather data for research. Still, the data should be trustworthy to the
researcher and the reader. A researcher should do everything to provide a product with the least
amount of bias, and using old literature and data exposes the research to the unlimited amount of
bias that could happen.
In the article on virtual reality the authors used
Research Participants
Castro-Alonso et al. (2021) did not utilize any research participants. However, they
utilized several studies that included participants from multiple other studies. What if the authors
had used a more structured participant base to gather information? Using participants from a
controlled study will deliver a strong foundation for the study, unlike this current study, which
collects studies they feel will relatively support the study, creating a bias. Koć-Januchta et al.
(2019), Wang & Tseng (2020), and Yang et al. (2018), in contrast, all used participants to gather
data for their studies. Koć-Januchta et al. (2019) collected data from 197 biology major students
from Kiel University. The researcher assigned participants to one of two modality conditions: a
visual modality condition, where they received information mainly through images and
diagrams, or a verbal modality condition, where they received information mainly through
written text. The participants span the ages of 18-35 and volunteered to participate in the study.
The study split the individuals into two groups and considered the equal split of men and women
as they perceived each having a different opinion. Each participant signed a consent and paid 12
Euro to participate. The four studies split into animated and non-interactive static illustrations,
which lasted 10 minutes. However, would that have altered the data if the authors had allowed
interaction? The authors maintained consistent distribution until they altered the viewing of the
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material. The assumption considers that all learners learn at the same pace, which introduces
bias.
Wang & Tseng (2020), the study gathered data from 155 science students from
the fifth grade taught in Taiwan by the same science teacher who had just received training and
professional development on using animated and static visualization. Using a newly trained
teacher in professional development creates some bias; however, what if he had not received that
training? Would this study’s result remain the same? Yang et al. (2018) collected data from 181
seventh-grade junior high students using three phases: a knowledge estimation phase, a learning
phase, and a testing phase. The study divided the students into two groups of three classes,
assigning one animation and one static. The study lacks specific data about the participants. If
the researcher is looking to deliver solid research results, then specifics such as gender, age,
disability, and other details could be identified in the study.
Research settings
Castro-Alonso et al. (2021) article needs more detailed information on the inclusion
criteria and search strategy for selecting relevant studies. Providing specific details about the
databases searched, keywords, and inclusion/exclusion criteria would improve the transparency
and the duplication of the systematic review process. The setting could provide additional
information to understand the study; however, that information is not provided to the reader and
is strictly reliant on a collection of data by the authors. Including research design and data,
methods would enhance the rigor and trustworthiness of the study. The study gathered data from
various studies at various times, and it could be hard to determine if the material is reliable for
another particular study.
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Koć-Januchta et al. (2019) used a large sample of students from Kiel University using
only biology students. The article presents detailed descriptions of the methodology used to
conduct the study, including a pilot before delivering the actual study. The study includes
experiments with participants to evaluate learning abilities and preferences to test the
hypotheses. The study would be beneficial if the authors included information about the research
design, location, data collection methods, and analysis procedures. The information did not
include the geographical location of Germany; however, the mention of the university offers
limited data about the location.
Wang & Tseng (2020) study used a sufficient sample of students from a limited
geographical location in Taiwan. The article provides generalized data about the teacher and the
participants. Additional information would provide more detail about the study’s methodology to
offer information about the design, data collection, and analysis that would enhance the accuracy
and trustworthiness of the study.
Yang et al. (2018) article needs more detailed information on the inclusion criteria of the
participants and the geographical location. One focus of the study was to ensure gender equality,
but the study offered no additional information about the setting of the study. Offering details
about the setting improves the article's reliability and trustworthiness.
If the problem is a global issue, the implication of the geographical location can be
significant. However, using animation and static illustration is how we learn collectively. Out of
the four journals selected, only one found the need to express the geographical location of the
study related to this topic.
Research procedure
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The journal articles used various research procedures to capture information from focus
groups, controlled experimental groups, and observations. Castro-Alonso et al. (2021) used a
qualitative research approach with various literature reviews. Still, Koć-Januchta et al. (2019),
Wang & Tseng (2020), and Yang et al. (2018) used a quantitative research approach by
gathering data through a series of observations, surveys, and experiments. The data from the
sample groups of Koć-Januchta et al. (2019), Wang & Tseng (2020), and Yang et al. (2018)
offer a trustworthy approach by delivering data that the author tests. In the observation of the
studies, Koć-Januchta et al. (2019), Wang & Tseng (2020), and Yang et al. (2018) each used a
sample group that they split to gather a comparison of the data. However, the studies used groups
of biology and science, which raised the question of whether the data would apply to other
subjects. The sample population also struggled with gender equality. Each study displayed an
unequal percentage of genders, potentially altering the studies. The gender inequality questioned
whether the data could be biased across specific participants. Each theory has the potential for
bias in the design because they used a specific subject for data. The more data used to support
the topic, the greater the chance of providing a solid material perspective.II
Research Results
Castro-Alonso et al. (2021) article on the cognitive load theory, the cognitive theory of
multimedia, and the implementation of five strategies for optimizing material for learners and
teachers offer little support for the idea that animation instead of static illustration contributes to
the contiguity principle. The study could benefit from additional important components such as a
detailed methodology, experimental evidence, practical examples, and specific practice
recommendations. The data provides a top view of the cognitive load but experiences limitations,
making the article more robust and contributing more effectively to the contiguity principle.
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Koć-Januchta et al. (2019) article explores the effect of visual and verbal cognitive styles
on learning from different visualization types and modalities of explanatory text. The study
investigates whether cognitive style influences learning outcomes in different modality
conditions, particularly visual-verbal cognitive style. The study employs an experimental design
involving participants categorized as visualizers or verbalizers based on a cognitive style
inventory. The observation that the study had an unbalanced sample population related to gender
indicated that the study should consider the impact of images and modality when gender
imbalance is present. However, improvements in providing more detail, incorporating practical
examples, addressing imbalances and limitations, and offering additional practice implies
additional research is needed.
Wang & Tseng's (2020) article was to investigate not only the effectiveness of dynamic
versus static visualizations on learning star motions but also the influence of students ‘spatial
abilities with these two types of visualizations on their learning. The authors hypothesize that
dynamic visualization in learning was effective compared to static visualization using star
motion. The study demonstrated that, similar to previous studies, dynamic visualization can be
successful when presented with content difficult to describe. The data demonstrate that dynamic
visualization is successful in providing a deeper understanding.
Yang et al. (2018) article compares the relative effectiveness of animation- and static
picture-based multimedia instruction in invisible infinitesimal phenomena (i.e., genetics).
However, the study provides a methodologically sound comparison between the animation and
static pictures approaches, which could serve as a basis for future studies. In observing this
study, the authors consider the failure of other related studies as a foundation for creating an
easier interpretation. The common result of all journal articles indicates that animated and
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dynamic visualization gives learners a better understanding of the presented information. Each
article satisfied the objective of the articles; however, many described issues with the selected
participants. Each article may have concluded the result but indicates a potential for additional
research.
Conclusion
These articles attempt to examine the application of the contiguity principle to animation
and static illustrations, indicating several significant findings. The results demonstrate that
animation and static illustrations can effectively convey information and facilitate learning.
However, the specific modality employed influences the level of comprehension and retention.
Regarding the contiguity principle, animations consistently outperform static illustrations with
their ability to present dynamic sequences of visual information alongside relevant auditory
narration. Combining synchronized elements and temporal contiguity promotes information
integration and enhances learners' understanding of complex concepts. However, it is worth
noting that static illustrations are also effective in certain contexts. Learners can still derive
meaningful comprehension when the visual information in static illustrations corresponds with
explanatory text. This alignment of visual and textual elements complies with the contiguity
principle, enabling learners to integrate information while minimizing cognitive load. While
animations offer a more robust and engaging medium for promoting comprehension based on the
contiguity principle, static illustrations can still be effective when used thoughtfully in
conjunction with text. The specific learning objectives, subject, content complexity, learners'
characteristics, and preferences determine the choice between animation and static illustration.
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Further research is encouraged to explore optimal design strategies that leverage the
strengths of both modalities to maximize learning outcomes. The one key factor that stood out
from the four critiques was that the imbalance of gender was always a factor. This concern
should receive additional research if this is an issue throughout three of the four journals. Lastly,
consistent with the four journals, using animation as an instructor is highly encouraged to
maintain the learner's attention and demonstrate complex tasks.
References
Castro-Alonso, J., de Koning Bjorn, B., Logan, F., & Paas, F. (2021). Five strategies for
optimizing instructional materials: instructor- and learner-managed cognitive load.
Educational Psychology Review, 33(4), 1379-1407. https://doi.org/10.1007/s10648-021-
09606-9
Koć-Januchta, M. M., Höffler, T.N., Eckhardt, M., Leutner, D. (2019). Does modality play a
role? visual-verbal cognitive style and multimedia learning. Journal of Computer
Assisted Learning, 35: 747–757. https://doi.org/10.1111/jcal.12381
Wang, T-L, Tseng, Y-K. (2020). The effects of visualization format and spatial ability on
learning star motions. Journal Computer Assisted Learning, 36: 61–69.
https://doi.org/10.1111/jcal.12390
Yang, C., Chun-Hui, J., Chun-Yen, C., & Ting-Kuang Yeh. (2018). Comparison of animation
and static-picture based instruction: effects on performance and cognitive load for
learning genetics. Journal of Educational Technology & Society, 21(4), 1-11.
https://go.openathens.net/redirector/liberty.edu?url=https://www.proquest.com/scholarly-
journals/comparison-animation-static-picture-based/docview/2147863080/se-2
