Expertise Reversal Effect and Its Implications for Learner-Tailored Instruction |
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Authors: | Slava Kalyuga |
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Institution: | (1) School of Education, The University of New South Wales, Sydney, NSW, 2052, Australia |
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Abstract: | The interactions between levels of learner prior knowledge and effectiveness of different instructional techniques and procedures
have been intensively investigated within a cognitive load framework since mid-90s. This line of research has become known
as the expertise reversal effect. Apart from their cognitive load theory-based prediction and explanation, patterns of empirical
findings on the effect fit well those in studies of Aptitude Treatment Interactions (ATI) that were originally initiated in
mid-60s. This paper reviews recent empirical findings associated with the expertise reversal effect, their interpretation
within cognitive load theory, relations to ATI studies, implications for the design of learner-tailored instructional systems,
and some recent experimental attempts of implementing these findings into realistic adaptive learning environments. |
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Keywords: | Expertise reversal effect Prior knowledge Expertise Cognitive load theory Learner-tailored instruction |
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