Design guidelines beneficial for novice learners can be ineffective or even detrimental when applied to experts (expertise reversal)¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Cognitive load theory research has shown that design guidelines beneficial for novice learners can be ineffective or even detrimental when applied to experts. → Wouters 2007

Evidence¶

Wouters 2007¶

Wouters, P., Tabbers, H. K., & Paas, F. (2007). Interactivity in Video-based Models. Educational Psychology Review, 19, 327–342. https://doi.org/10.1007/s10648-007-9045-4

q2 · i? · review · r2

The review cites Kalyuga et al. (2003) on the expertise reversal effect, and multimedia studies (Lowe 2004; Schnotz and Rasch 2005) showing interactivity can impose extraneous rather than germane load for some expertise levels.

"Recent research on cognitive load theory, for example, has proven that design guidelines that are beneficial for novice learners can be ineffective or even detrimental when applied to experts (Kalyuga et al. 2003)."

Discussion¶

Learner Variables¶

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

Related Claims¶

• Expertise reversal: high-guidance worked examples become ineffective or detrimental once learners have developed cognitive schemata — 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)
• The imagination effect (cognitive rehearsal of example procedures) enhances learning only for learners with prior knowledge — 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)
• 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 effect: instructional aids effective for low-knowledge learners hinder high-knowledge learners across all three layers — possibly the same claim (merge candidate)