Abstract Learning from spatially separated text and pictures is improved when learners are instructed to use a physical or mental integration strategy. This study investigated whether varying the spatial distance between text and pictures affects the effectiveness of physical and mental integration strategies. We hypothesized that a larger spatial distance would increase cognitive load and harm learning. Ninety-two university students studied the functioning of an electrical circuit from text and pictures that were presented at a small or large spatial distance from each other, while using a physical or mental integration strategy during learning. Results indicated that participants using the mental integration strategy obtained higher recall scores than participants using the physical integration strategy, but no differences were found for comprehension, transfer, and cognitive load. No effects of spatial distance were found. More research is needed to investigate to what extent spatial distance influences learning with mental and physical integration strategies.

中文翻译：

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空间距离对从分裂注意力示例中学习的身心整合策略有效性的影响

摘要 当学习者被指示使用身体或心理整合策略时，从空间分离的文本和图片中学习会得到改善。这项研究调查了改变文本和图片之间的空间距离是否会影响身心整合策略的有效性。我们假设更大的空间距离会增加认知负荷并损害学习。92 名大学生在学习过程中使用身体或心理整合策略时，通过文本和图片研究了电路的功能，这些文本和图片以彼此或大或小的空间距离呈现。结果表明，使用心理整合策略的参与者比使用物理整合策略的参与者获得了更高的回忆分数，但在理解、转移和认知负荷方面没有发现差异。没有发现空间距离的影响。需要更多的研究来调查空间距离在多大程度上影响心理和身体整合策略的学习。