Expertise reversal effect applied to multi-principle visual revisions¶

Theory · All theories
Evidence · 6 claims (4 for, 2 mixed) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 6 claims rest on one study

Description¶

The expertise reversal effect is the phenomenon in which "guidance intended to assist learning actually makes learning more difficult for students with higher levels of prior knowledge" because the guidance is redundant with what proficient learners already know. In this study, the authors invoke it to explain why revised visuals (with added labels, color coding, and call-out boxes) increased cognitive load for middle prior knowledge students while reducing it for low prior knowledge students. They also note an unanticipated reversal of the effect for high prior knowledge students viewing math-relevant visuals.

Design Implications¶

Context¶

Requirements¶

• Learners' prior knowledge must be assessed so guidance can be matched to proficiency level

Constraints¶

• The authors state the high prior knowledge reversal pattern "has not been previously noted in the literature; therefore, it should be interpreted with caution"

Target Learners¶

• middle-school students entering sixth or seventh grade (ages 10-12)

Target Learning Objectives¶

• early algebra skills: graphing independent and dependent variables on a coordinate grid

Claims¶

• Revised Visuals Cognitive Load Text Prior Knowledge Interaction [+M]
• Revised Visuals Cognitive Load Math Visuals Interaction [+M]
• Revisions to visuals had no effect on post-lesson test scores, though prior knowledge predicted performance [~W]
• Revised visuals reduce cognitive processing of math-relevant visuals for low prior knowledge students but increase it for middle prior knowledge students [+W]
• Revised visuals reduce cognitive processing of lesson text for low prior knowledge students but increase it for middle prior knowledge students [+W]
• Revisions made no reliable difference to total time spent with the lesson [~W]

Related Theories¶

• Cognitive Load Theory

Examples¶

• Apply instructional design principles with attention to learners' prior knowledge, since effects on cognition depend on proficiency level

Key Sources¶

• Clinton, V., Cooper, J.L., Michaelis, J., Alibali, M.W., & Nathan, M.J. (2017). How Revisions to Mathematical Visuals Affect Cognition: Evidence from Eye Tracking. In Eye-tracking technology applications in educational research (pp. 195-218). IGI Global. https://eric.ed.gov/?id=ED574984. doi:10.4018/978-1-5225-1005-5.ch010