Expertise Reversal Principle: Difference between revisions
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Overview | =='''Overview'''== | ||
The expertise reversal principle | The expertise reversal principle is an instructional design principle that states that the effectiveness of multimedia learning environments depends on the prior knowledge of the learner. For example, principles that help low-knowledge learners may not be as helpful or even be a hindrance to high-knowledge learners. However, it is important to note that experts usually still outperform novices, regardless of the instructional format used. The difference is that experts' performance is worse in comparison to other experts who learn the same material using a different format. It suggests instructional guidance beneficial for novice learners can become redundant for more knowledgeable learners. It recognizes that providing too much direction can be detrimental to the learner experience of expert learners. | ||
The expertise reversal principle | ===Expertise Reversal Effect=== | ||
The expertise reversal effect is a phenomenon where instructional design principles that are effective for low-knowledge learners (novices) may not be effective for high-knowledge learners (experts). | |||
=='''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. | |||
=='''Example'''== | |||
=='''Design Implications'''== | |||
=='''Challenges/ Critiques'''== | |||
=='''Reference'''== | |||
Latest revision as of 22:38, 24 December 2022
Overview[edit | edit source]
The expertise reversal principle is an instructional design principle that states that the effectiveness of multimedia learning environments depends on the prior knowledge of the learner. For example, principles that help low-knowledge learners may not be as helpful or even be a hindrance to high-knowledge learners. However, it is important to note that experts usually still outperform novices, regardless of the instructional format used. The difference is that experts' performance is worse in comparison to other experts who learn the same material using a different format. It suggests instructional guidance beneficial for novice learners can become redundant for more knowledgeable learners. It recognizes that providing too much direction can be detrimental to the learner experience of expert learners.
Expertise Reversal Effect[edit | edit source]
The expertise reversal effect is a phenomenon where instructional design principles that are effective for low-knowledge learners (novices) may not be effective for high-knowledge learners (experts).
Evidence[edit | edit source]
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 [1] demonstrated that higher levels of domain knowledge requires lower level of structure and support in instruction. This is since their prior knowledge already form chunks of information in their long-term memory.
Multi-media instruction is more effective for low knowledge learners than high-knowledge learners [2]. 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 [3] 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 effect did not affect their learning [4] Furthermore, multi-media computer simulated diagrams had a reduced benefit on high-knowledge learners than low-level learners [5]
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.
Example[edit | edit source]
Design Implications[edit | edit source]
Challenges/ Critiques[edit | edit source]
Reference[edit | edit source]
- ↑ Tobias, S. (1989). Another look at research on the adaptation of instruction to student characteristics. Educational Psychologist, 24, 213–227
- ↑ Mayer, R. E. (2001). Multimedia Learning. Cambridge: Cambridge University Press
- ↑ Mayer, R. E., & Gallini, J. (1990). When is an illustration worth ten thousand words? Journal of Educational Psychology, 82, 715–726
- ↑ 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.
- ↑ 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