The Expertise Reversal Effect

Kalyuga, Slava; Ayres, Paul; Chandler, Paul; Sweller, John

doi:10.1207/s15326985ep3801_4

Cited by 1,370 publications

(696 citation statements)

References 108 publications

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“…However, as the prior knowledge test has indicated the learners in this experiment already possessed some knowledge in the domain. There is accumulating evidence that the effectiveness of instructional guidelines depends on the level of domain knowledge of learners (Kalyuga 2005;Kalyuga et al 2003;Reisslein et al 2006). In fact, guidelines that are effective for novices in a domain may prove to be ineffective or even detrimental when applied to more proficient learners.…”

Section: Discussionmentioning

confidence: 99%

Observational learning from animated models: effects of studying–practicing alternation and illusion of control on transfer

2008

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Animated models explicating how a problem is solved and why a particular method is chosen are expected to be effective learning tools for novices, especially when abstract cognitive processes or concepts are involved. Cognitive load theory was used to investigate how learners could be stimulated to engage in genuine learning activities. It was hypothesized that illusion of control would impede transfer performance compared to a condition without illusion of control. Moreover, we hypothesized that learners who first studied an animated model and then solved the same problem would perform better on transfer than learners who studied the same animated model twice or who first solved the problem and then studied the animated model. In a 2 9 3 factorial experiment (N = 90) with the factors illusion of control (yes vs. no) and instruction method (study-practice, practice-study, study-study) only the first hypothesis was confirmed. Implications for the design of animated models are discussed.Keywords Modeling Á Animations Á Cognitive load theory Á Perceived control Observing a model that performs the desired actions and behavior has been a successful and well researched instructional technique for the last 30 years in the field of motor learning (McCullagh et al.

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Section: Discussionmentioning

confidence: 99%

Observational learning from animated models: effects of studying–practicing alternation and illusion of control on transfer

2008

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“…In other words, would male and female students differ in the degree to which learning and transfer (Question 2a) and self-efficacy 1 Note that for students who have some prior knowledge of solving probability calculation problems, examples would lose their effectiveness or may even start to hamper learning compared to practice problem solving (Kalyuga et al 2001; this is an example of the expertise-reversal effect; see Kalyuga et al 2003;Kalyuga and Renkl 2010). and perceived competence (Question 2d) would be enhanced, mental effort invested in the test reduced (Question 2c), and in the degree that students invest mental effort during example study (Question 2b), depending on whether they observed a video modeling example that presented a male or a female model? Based on the model-observer similarity hypothesis, we could expect novice learners to identify more with a same-gender model relative to an opposite-gender one and therefore show cognitive and affective benefits when learning from a same-gender model (Schunk 1987).…”

Section: The Present Studymentioning

confidence: 99%

Learning from video modeling examples: does gender matter?

2015

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Online learning from video modeling examples, in which a human model demonstrates and explains how to perform a learning task, is an effective instructional method that is increasingly used nowadays. However, model characteristics such as gender tend to differ across videos, and the model-observer similarity hypothesis suggests that such characteristics may affect learning. Therefore, this study investigated whether the effectiveness of learning how to solve a probability calculation problem from video modeling examples would vary as a function of the model's and observer's gender. In a 2 (Model: Female/Male) 9 2 (Observer: Female/Male) between-subject design, 167 secondary education students learned how to solve probability calculation problems by observing video modeling examples. Results showed no effects of Model or Observer gender on learning and near transfer. Male students reported higher self-efficacy than female students. Compared to a female model, observing a male model enhanced perceived competence more from pretest to posttest, irrespective of observers' gender. Furthermore, learning from a male model was less effortful and more enjoyable for male students than for female students. These results suggest that gender of both model and observer can matter in terms of affective variables experienced during learning, and that instructional designers may want to consider this when creating (online) learning environments with video modeling examples.

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“…According to the cognitive load theory, directing novices' attention to essential parts of animations compensates for a lack of cognitive schemata and frees up cognitive resources for relevant learning activities. However, once learners are capable of discerning relevant from irrelevant parts of animations, visual cues may provide redundant information that cannot be ignored, and hence may cause unnecessary cognitive load that hinders learning (within cognitive load theory referred to as the expertise reversal effect, Kalyuga et al 2003).…”

Section: Guiding Attention To Essential Informationmentioning

confidence: 99%

Towards a Framework for Attention Cueing in Instructional Animations: Guidelines for Research and Design

et al. 2009

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This paper examines the transferability of successful cueing approaches from text and static visualization research to animations. Theories of visual attention and learning as well as empirical evidence for the instructional effectiveness of attention cueing are reviewed and, based on Mayer's theory of multimedia learning, a framework was developed for classifying three functions for cueing: (1) selection-cues guide attention to specific locations, (2) organization-cues emphasize structure, and (3) integration-cues explicate relations between and within elements. The framework was used to structure the discussion of studies on cueing in animations. It is concluded that attentional cues may facilitate the selection of information in animations and sometimes improve learning, whereas organizational and relational cueing requires more consideration on how to enhance understanding. Consequently, it is suggested to develop cues that work in animations rather than borrowing effective cues from static representations. Guidelines for future research on attention cueing in animations are presented. Keywords Instructional animations . Cognitive load theory . Instructional designRecent advances in software and computer technology enable designers of computer-based instruction to use dynamic visualizations, such as animation and video, to help learners remember complex dynamic systems and, ultimately, understand the materials (Lowe 2004). At present, the majority of animations present information in close correspondence with the referential situation, without highlighting the information or providing cues to help learners process the material. However, manipulating the visuospatial characteristics of animations may make them more effective, just as manipulating these aspects in static

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The Expertise Reversal Effect

Cited by 1,370 publications

References 108 publications

Observational learning from animated models: effects of studying–practicing alternation and illusion of control on transfer

Observational learning from animated models: effects of studying–practicing alternation and illusion of control on transfer

Learning from video modeling examples: does gender matter?

Towards a Framework for Attention Cueing in Instructional Animations: Guidelines for Research and Design

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