Encountering the expertise reversal effect with a computer-based environment on electrical circuit analysis

Reisslein, Jana; Atkinson, Robert K.; Seeling, Patrick; Reisslein, Martin

doi:10.1016/j.learninstruc.2006.02.008

Cited by 107 publications

(113 citation statements)

References 28 publications

(30 reference statements)

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“…The ability to do so seems to be related to one's knowledge of the tasks (Dunning et al 2003), which novices lack. This fits with the findings of Reisslein et al (2006), who found an interaction of example-problem pairs and problem-example pairs with learners' prior knowledge: Whereas low prior knowledge learners benefited most from example-problem pairs, high prior knowledge learners benefited most from problem-example pairs. In tutored problem solving, however, learners can request help immediately when they experience that they cannot solve a particular step, which is unproblematic for novices and, in this case, help consisting of annotated worked examples has been shown to be more efficient (equal test performance achieved in less learning time) than help consisting of hints (Ringenberg and VanLehn 2006).…”

Section: How Should Examples Be Delivered To Optimize Their Effectivesupporting

confidence: 89%

“…Reisslein et al (2006) found no overall differences between fading, problem-example pairs, and example-problem pairs, but Renkl et al (2002) and Atkinson et al (2003b) did find a fading strategy to be more effective than example-problem pairs, especially backward fading in which the last solution steps are omitted first in the completion problems.…”

Section: How Should Examples Be Delivered To Optimize Their Effectivementioning

confidence: 91%

“…The majority of research on worked examples has been conducted using highly structured cognitive tasks in domains such as algebra (e.g., Carroll 1994;Cooper and Sweller 1987;Mwangi and Sweller 1998;Sweller and Cooper 1985), statistics (e.g., Paas 1992;Quilici and Mayer 1996), geometry (e.g., Catrambone 1995Catrambone , 1996Paas and Van Merriënboer 1994;Schwonke et al 2009;Tarmizi and Sweller 1988), or physics (e.g., Kalyuga et al 2001;Reisslein et al 2006;Van Gog et al 2006Ward and Sweller 1990). However, several recent studies have shown that worked examples can also be effective with less structured cognitive tasks such as learning how to apply an instructional design model (Hoogveld et al 2005), learning argumentation skills (Schworm and Renkl 2007), learning to construct concept maps ), learning to recognize designer styles (Rourke and Sweller 2009), or learning to reason about legal cases (Nievelstein et al 2010).…”

Section: For What Kinds Of Tasks Is Example-based Learning Effective?mentioning

confidence: 99%

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Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives

2010

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Example-based learning has been studied from different perspectives. Cognitive research has mainly focused on worked examples, which typically provide students with a written worked-out didactical solution to a problem to study. Social-cognitive research has mostly focused on modeling examples, which provide students the opportunity to observe an adult or a peer model performing the task. The model can behave didactically or naturally, and the observation can take place face to face, on video, as a screen recording of the model's computer screen, or as an animation. This article reviews the contributions of the research on both types of example-based learning on questions such as why examplebased learning is effective, for what kinds of tasks and learners it is effective, and how examples should be designed and delivered to students to optimize learning. This will show both the commonalities and the differences in research on example-based learning conducted from both perspectives and might inspire the identification of new research questions. Bandura's (1977Bandura's ( , 1986) social learning theory. Both argue that it would be Educ Psychol Rev (2010) 22:155-174 Keywords

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Section: How Should Examples Be Delivered To Optimize Their Effectivesupporting

confidence: 89%

Section: How Should Examples Be Delivered To Optimize Their Effectivementioning

confidence: 91%

Section: For What Kinds Of Tasks Is Example-based Learning Effective?mentioning

confidence: 99%

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Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives

2010

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“…Then, when applying the rubrics, teachers might have encountered redundant, extraneous, or even conflicting information within the rubric. This, in turn, may have caused extensive cognitive load and thus did not benefit or even hindered rubric application (Kalyuga et al, 2003;Kalyuga & Renkl, 2010;Reisslein et al, 2006). In contrast, these rubrics may have provided important scaffolding for non-teachers, for example essential information about OER use and application, which supported non-teachers in completing the evaluation tasks (Kalyuga et al, 2003).…”

Section: Discussionmentioning

confidence: 99%

“…Research within the cognitive load framework has identified the "expertise reversal effect," showing that instructional tools that benefit novices may not necessarily benefit or can even be detrimental to experts (Kalyuga, Ayres, Chandler, & Sweller, 2003;Kalyuga & Renkl, 2010). For example, Reisslein, Atkinson, Seeling, and Reisslein (2006) exposed students to a series of instructional procedures in a computer-based environment and found that detailed instructions with examples were beneficial for inexperienced learners, but less so for experienced learners. Similarly, Oksa, Kalyuga, and Chandler (2010) found that when using the same explanatory scaffolds, people with low prior knowledge outperformed the control group in understanding target content, while people with high prior knowledge performed worse than the control group.…”

Section: User Characteristics Associated With Rubric Usementioning

confidence: 99%

Does audience matter? Comparing teachers’ and non-teachers’ application and perception of quality rubrics for evaluating Open Educational Resources

Yuan

Recker

2018

Education Tech Research Dev

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Abstract:While many rubrics have been developed to guide people in evaluating the quality of Open Educational Resources (OER), few studies have empirically investigated how different people apply and perceive such rubrics. This study examines how participants (22 teachers and 22 non-teachers) applied three quality rubrics (comprised of a total of 17 quality indicators) to evaluate 20 OER, and how they perceived the utility of these rubrics. Results showed that both teachers and non-teachers found some indicators more difficult to apply, and displayed different response styles on different indicators. In addition, teachers gave higher overall ratings to OER, but non-teachers' ratings had generally higher agreement values. Regarding rubric perception, both groups perceived these rubrics as useful in helping them find high-quality OER, but differed in their preferences for quality rubrics and indicators.

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Quantifying deliberate practice using auto‐graded questions: Analyzing multiple metrics in a chemical engineering course

Chapman

Davidson

Azuka

et al. 2023

Comp Applic In Engineering

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Interactive digital technologies provide a mechanism to capture big data for higher education faculty to monitor student progress in real‐time. By measuring both performance and perseverance using auto‐graded problems, this learning analytics research examines several tenets of deliberate practice. Specifically, online homework problems integrated into an interactive textbook for chemical engineering titled Material and Energy Balances zyBook were examined. Across three cohorts totaling over 250 students and 84,000 questions, the fraction correct, attempts before correct, and attempts after correct provided metrics to examine question type and order. Fraction correct and attempts before correct varied with statistical significance as a function of question type and order, including many differences having medium and large effect sizes. Multiple choice questions led to the highest fraction correct and the least number of attempts before correct, while questions requiring multiple numeric responses led to the lowest success and the largest number of attempts before correct. Next, multiple metrics were aggregated into a deliberate practice score, to broadly quantify problem difficulty. Fraction correct, modified correct, first quartile attempts before correct, and median attempts before correct were combined at different thresholds leading to a deliberate practice score between 0 and 8. Questions with higher deliberate practice scores were disproportionality used for practice (61% of attempts on 13% of questions); practice attempts do not receive course credit. Overall, combining metrics in a deliberate practice score exhibits the potential to optimize the length of homework assignments and give students more credit for solving more challenging auto‐graded problems.

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Encountering the expertise reversal effect with a computer-based environment on electrical circuit analysis

Cited by 107 publications

References 28 publications

Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives

Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives

Does audience matter? Comparing teachers’ and non-teachers’ application and perception of quality rubrics for evaluating Open Educational Resources

Quantifying deliberate practice using auto‐graded questions: Analyzing multiple metrics in a chemical engineering course

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