Expertise Reversal Principle

Overview

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

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 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 . 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 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 Furthermore, multi-media computer simulated diagrams had a reduced benefit on high-knowledge learners than low-level learners

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.