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Continuous Temporal Contiguity Narration-Animation for Learning in Virtual Reality

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Title: Continuous Temporal Contiguity Narration-Animation for Learning in Virtual Reality
Language: English
Authors: Laurie Porte (ORCID 0000-0003-2132-2706), Jean-Michel Boucheix (ORCID 0000-0003-0830-0609), Stéphane Argon, Clémence Rougeot
Source: Journal of Computer Assisted Learning. 2026 42(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 23
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Foreign Countries, Junior High School Students, Computer Simulation, Simulated Environment, Multimedia Materials, Time Factors (Learning), Visual Learning, Multisensory Learning, Aural Learning, Computer Uses in Education, Educational Technology, Biology, Science Education, Recall (Psychology), Comprehension
Geographic Terms: France
DOI: 10.1002/jcal.70218
ISSN: 0266-4909
1365-2729
Abstract: Background: Temporal contiguity between visual and verbal (narrated) information could strongly influence learning from multimedia animations, especially in the case of a rich visual context such as Virtual Reality. Compared to spatial contiguity, less research has been carried out on the impact of the time lag, for example, the de-synchronisation, between visual (pictures) and verbal (text) information during animation-based learning and mainly on adults. Further, the results of this research were mixed, especially in the case of continuous temporal contiguity. The material conventionally used was composed of short, schematic animations and not of a rich, visual, learning context and no studies have been carried out on temporal contiguity in virtual reality. Objectives: In order to help satisfy this need for research, we used a multimedia lesson, in VR (desktop) about organic matter decomposition in a forest environment to investigate the influence of the (de)-synchronisation of, for example, time lag between, narrated text and dynamic pictures in rich PC-VR video. The theoretical framework of the study involved a consistent combination of the Cognitive Theory of Multimedia Learning (CTML, Mayer 2014) and of the Time-Based Resource-Sharing model of working memory (TBRS, Barrouillet and Camos 2021). Method: In an experimental pre-post-test learning paradigm, the effects of five new temporal contiguity conditions on various recall measures, comprehension, and also new episodic memory tasks were tested on 227 junior secondary school participants (second year: 12 years old). They were invited to study an on-screen Virtual Reality lesson on the European forest soil decomposition mechanism. The delays between the narrated words and the corresponding animations were: -6, -2, 0, +2, +6 s, respectively. Prior knowledge, working memory capacity, and spatial abilities were controlled. Results and Conclusions: Temporal gaps, even -2 s had a significant negative effect on recall and comprehension. Performances were influenced by working memory capacity. However, the episodic memory task results suggested that text-picture integration with long text segments was greater than previous literature has shown. Learners were relatively aware of time lags. Implications: In the future, precise time-locked correspondence between spoken text and dynamic pictures might turn out to be of high importance for immersive VR, because of the high degree of interactivity, for example, user control of the environment dynamics. These results are consistent with the CTML and the TBRS models, and they suggest that it would be worthwhile to incorporate episodic memory measures into the CTML.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500453
Database: ERIC
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  Data: Continuous Temporal Contiguity Narration-Animation for Learning in Virtual Reality
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  Data: <searchLink fieldCode="AR" term="%22Laurie+Porte%22">Laurie Porte</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2132-2706">0000-0003-2132-2706</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jean-Michel+Boucheix%22">Jean-Michel Boucheix</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0830-0609">0000-0003-0830-0609</externalLink>)<br /><searchLink fieldCode="AR" term="%22Stéphane+Argon%22">Stéphane Argon</searchLink><br /><searchLink fieldCode="AR" term="%22Clémence+Rougeot%22">Clémence Rougeot</searchLink>
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 23
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Junior+High+School+Students%22">Junior High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Simulation%22">Computer Simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Simulated+Environment%22">Simulated Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Multimedia+Materials%22">Multimedia Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Time+Factors+%28Learning%29%22">Time Factors (Learning)</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Learning%22">Visual Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Multisensory+Learning%22">Multisensory Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Aural+Learning%22">Aural Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Uses+in+Education%22">Computer Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Biology%22">Biology</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Recall+%28Psychology%29%22">Recall (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Comprehension%22">Comprehension</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22France%22">France</searchLink>
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  Data: 10.1002/jcal.70218
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  Data: 0266-4909<br />1365-2729
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Temporal contiguity between visual and verbal (narrated) information could strongly influence learning from multimedia animations, especially in the case of a rich visual context such as Virtual Reality. Compared to spatial contiguity, less research has been carried out on the impact of the time lag, for example, the de-synchronisation, between visual (pictures) and verbal (text) information during animation-based learning and mainly on adults. Further, the results of this research were mixed, especially in the case of continuous temporal contiguity. The material conventionally used was composed of short, schematic animations and not of a rich, visual, learning context and no studies have been carried out on temporal contiguity in virtual reality. Objectives: In order to help satisfy this need for research, we used a multimedia lesson, in VR (desktop) about organic matter decomposition in a forest environment to investigate the influence of the (de)-synchronisation of, for example, time lag between, narrated text and dynamic pictures in rich PC-VR video. The theoretical framework of the study involved a consistent combination of the Cognitive Theory of Multimedia Learning (CTML, Mayer 2014) and of the Time-Based Resource-Sharing model of working memory (TBRS, Barrouillet and Camos 2021). Method: In an experimental pre-post-test learning paradigm, the effects of five new temporal contiguity conditions on various recall measures, comprehension, and also new episodic memory tasks were tested on 227 junior secondary school participants (second year: 12 years old). They were invited to study an on-screen Virtual Reality lesson on the European forest soil decomposition mechanism. The delays between the narrated words and the corresponding animations were: -6, -2, 0, +2, +6 s, respectively. Prior knowledge, working memory capacity, and spatial abilities were controlled. Results and Conclusions: Temporal gaps, even -2 s had a significant negative effect on recall and comprehension. Performances were influenced by working memory capacity. However, the episodic memory task results suggested that text-picture integration with long text segments was greater than previous literature has shown. Learners were relatively aware of time lags. Implications: In the future, precise time-locked correspondence between spoken text and dynamic pictures might turn out to be of high importance for immersive VR, because of the high degree of interactivity, for example, user control of the environment dynamics. These results are consistent with the CTML and the TBRS models, and they suggest that it would be worthwhile to incorporate episodic memory measures into the CTML.
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        Value: 10.1002/jcal.70218
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      – Text: English
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        PageCount: 23
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Junior High School Students
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      – SubjectFull: Computer Simulation
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      – TitleFull: Continuous Temporal Contiguity Narration-Animation for Learning in Virtual Reality
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