Enhancing Digital Learning Through Spatial Contiguity: A Meta-Analysis Study

Hesham Alomyan*, The University of Jordan

https://doi.org/10.9743/JEO.2026.23.3.1

Abstract

This meta-analysis study investigates how the spatial contiguity principle (the proximity of related text and visuals within the same spatial setting) influences learning outcomes in digital learning environments. I systematically reviewed and meta-analyzed 28 empirical studies published 1991–2025, involving 4,720 learners in the K–12, higher education, and corporate training settings, to estimate the overall effect of spatial contiguity and examine moderators such as instruction type and learner expertise. The findings revealed a moderate to strong overall effect of spatial contiguity on retention and comprehension, with Hedges’ g = 0.73. The findings also revealed that animated instruction modes had the largest effect size (Hedges’ g = 0.78). Moreover, novice learners benefited more from spatially contiguous designs (Hedges’ g = 0.75) than experienced learners. This highlights how important it is to tailor instructional content to fit the expertise levels of learners. The present study emphasizes the important role played by spatial contiguity in reducing extraneous cognitive load during learning. Finally, the study provides practical insights and recommendations for instructional designers and directions for future research to develop better digital learning materials.

Keywords: spatial contiguity, digital learning, instructional design, cognitive load, multimedia learning theory

*h_alomyan@ju.edu.jo