Editing Temporal Contiguity Principle (section)

=='''Challenges'''==
With regard to the temporal continuity principle, how determining the temporal limits of the principle is useful. For example, do the text and the image have to appear exactly at the same time, or can they be separated by a few seconds? According to Baggett and Ehrenfeucht <ref>Baggett, P. & Ehrenfeucht. A . (1983). Encoding and retaining information in the visuals and verbals of an educational movie. ''Educational Communications Technology Journal'', ''31,'' 23-32.</ref>and Baggett <ref>Baggett, P. (1984). Role of temporal overlap of visual and auditory material in forming dual media associations. ''Journal of Educational Psychology'', ''76,'' 408-417.</ref>, learners experience difficulty even when corresponding words and pictures are separated by a few seconds. So further research is needed to determine the time constraints for coordinating narration and animation in multimedia messages. <ref>Mayer, R. E., & Fiorella, L. (2014). Principles for reducing extraneous processing in multimedia learning: Coherence, signaling, redundancy, spatial contiguity, and temporal contiguity principles. In R. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (2nd ed., pp. 279–315). Cambridge: Cambridge University Press.</ref>

Although the design of the temporal contiguity principle multimedia teaching is the conclusion drawn by Mayer and his colleagues after many experiments, there are still some boundary conditions for it. When the verbal information and image information is short, even in the mode of sequential presentation of information, learners need to process the information of the picture and the explanation separately, which will not cause the cognitive load to the learners. Or when learners themselves can control the rhythm or pace of learning, the effect of the temporal contiguity principle is not obvious, because students can watch repeatedly according to their own learning progress.