Expertise reversal effect: instructional aids effective for low-knowledge learners hinder high-knowledge learners across all three layers¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Instructional aids beneficial for novices became ineffective or negative for performance and mental effort as expertise increased, and fading-out prompts produced higher learning outcomes than permanent prompts. → Joachim Wirth 2020

Evidence¶

Joachim Wirth 2020¶

Joachim Wirth, Ferdinand Stebner, Melanie Trypke, Corinna Schuster, & Detlev Leutner. (2020). An Interactive Layers Model of Self-Regulated Learning and Cognitive Load. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09568-4

q2 · i? · theoretical · r3

Narrative review attributing this to Kalyuga et al. (1998) longitudinal studies on the interaction of expertise levels and instructional formats. The review also cites Nückles et al. (2010), whose fading-out prompts group outperformed the permanent prompts group.

"instructions that were beneficial for novice learners (Exp. 1) became ineffective or even had negative consequences on performance and mental effort (Exp. 3) when learners' expertise increased"

Discussion¶

Learner Variables¶

• Prior Knowledge — moderator: an instructional effect differs with it

Related Claims¶

• Design guidelines beneficial for novice learners can be ineffective or even detrimental when applied to experts (expertise reversal) — possibly the same claim (merge candidate)
• Expertise reversal: high-guidance worked examples become ineffective or detrimental once learners have developed cognitive schemata — a narrower finding that bears on this claim
• Cognitive and metacognitive prompts in learning journals helped early in a term but became detrimental by its end; adaptive fading-out mitigated this — a narrower finding that bears on this claim
• Expertise reversal: cognitive load effects for novices decrease, disappear, and can reverse as expertise increases — possibly the same claim (merge candidate)
• Collaboration facilitates learning only under specific knowledge and experience conditions; with advanced learners it can be detrimental via the expertise reversal effect — related
• Instructional guidance that helps novices can become redundant or counterproductive as expertise grows. — possibly the same claim (merge candidate)
• Fading-out prompts yield more cognitive strategy use and higher learning outcomes than permanent prompts — possibly the same claim (merge candidate)