Editing Expertise Reversal Principle (section)

=='''Evidence'''==
As the level of learner knowledge in a domain change, the effectiveness of instructional formats need to change as well keeping into account the newly acquired expertise. Tobias <ref> Tobias, S. (1989). Another look at research on the adaptation of
instruction to student characteristics. Educational Psychologist, 24, 213–227</ref> demonstrated that higher levels of domain knowledge requires lower level of structure and support in instruction. This is since their prior knowledge already form [[chunking | chunks]] of information in their long-term memory. 

Multi-media instruction is more effective for low knowledge learners than high-knowledge learners <ref> Mayer, R. E. (2001). Multimedia Learning. Cambridge: Cambridge University Press </ref>. The expertise reversal principle operates within the framework of [[Cognitive Load Theory]] and essential information for low knowledge learners becomes extraneous information becomes extraneous information for high-knowledge learners.

In Mayer and Gallini's study <ref> Mayer, R. E., & Gallini, J. (1990). When is an illustration worth ten thousand words? Journal of Educational Psychology, 82, 715–726 </ref> high-knowledge had very little effect due to the text-only instruction and text-and-illustrations instruction on their retention and [[transfer]] tests compared to low-level learners. Furthermore, [[Split Attention Principle | split attention effect]] did not affect their learning <ref> Mayer, R. E., Steinhoff, K., Bower, G., & Mars, R. (1995). A generative theory of textbook design: Using annotated illustrations to foster meaningful learning of science text. Educational Technology Research and Development, 43, 31–43. </ref> Furthermore, multi-media computer simulated diagrams had  a reduced benefit on high-knowledge learners than low-level learners <ref> Ollerenshaw, A., Aidman, E., & Kidd, G. (1997). Is an illustration always worth ten thousand words? Effects of prior knowledge, learning style, and multimedia illustrations on text comprehension. International Journal of Instructional Media, 24, 227–238 </ref>

Kalyuga, Chandler, and Sweller conducted a series of studies to look at how different instructional formats and levels of learner expertise interact as learners become more experienced in a specific task. By studying novice to expert  learners, they concluded instructional techniques that were effective with low-knowledge learners became ineffective and even had negative effects when the learners became more knowledgeable in the domain.