Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-78c5997874-8bhkd Total loading time: 0 Render date: 2024-11-10T09:23:52.665Z Has data issue: false hasContentIssue false

13 - The Expertise Reversal Principle in Multimedia Learning

from Part III - Basic Principles of Multimedia Learning

Published online by Cambridge University Press:  19 November 2021

By
Slava Kalyuga
Edited by
Richard E. Mayer  and
Logan Fiorella
Richard E. Mayer
Affiliation:
University of California, Santa Barbara
Logan Fiorella
Affiliation:
University of Georgia
Get access

Summary

This chapter summarizes research and theory concerned with the effects of learner expertise (prior knowledge) on multimedia learning. According to the expertise reversal principle, in many situations, design principles that are effective for novice learners may not be effective or even hinder learning for more knowledgeable learners. The main theoretical issue associated with this principle concerns the integration in working memory of instructional information with knowledge structures held in long-term memory. The major instructional implication is the need to tailor instructional formats and procedures to changing levels of expertise. The chapter also suggests future research directions.

Keywords

expertise reversal principleprior knowledgelearner expertiseadaptive multimedia systems
Type
Chapter
Information
The Cambridge Handbook of Multimedia Learning , pp. 171 - 182
Publisher: Cambridge University Press
Print publication year: 2021

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Amadieu, F., Tricot, A., & Marine, C. (2009). Prior knowledge in learning from a non-linear electronic document: Disorientation and coherence of the reading sequences. Computers in Human Behavior, 25, 381–388.Google Scholar
Amadieu, F., van Gog, T., Paas, F., Tricot, A., & Marine, C. (2009). Effects of prior knowledge and concept-map structure on disorientation, cognitive load, and learning. Learning and Instruction, 19, 376–386.Google Scholar
Arslan-Ari, I. (2017). Learning from instructional animations: How does prior knowledge mediate the effect of visual cues? Journal of Computer Assisted Learning, 34, 140–149.Google Scholar
Blayney, P., Kalyuga, S., & Sweller, J. (2010). Interactions between the isolated–interactive elements effect and levels of learner expertise: Experimental evidence from an accountancy class. Instructional Science, 38, 277–287.Google Scholar
Blayney, P., Kalyuga, S. & Sweller, J. (2016). The impact of complexity on the expertise reversal effect: Experimental evidence from testing accounting students. Educational Psychology, 36, 1868–1885.Google Scholar
Brunstein, A., Betts, S., & Anderson, J. R. (2009). Practice enables successful learning under minimal guidance. Journal of Educational Psychology, 101, 790–802.Google Scholar
Camp, G., Paas, F., Rikers, R., & van Merriënboer, J. J. G. (2001). Dynamic problem selection in air traffic control training: A comparison between performance, mental effort, and mental efficiency. Computers in Human Behavior, 17, 575–595.Google Scholar
Chen, I.-J., & Yen, J.-C. (2013). Hypertext annotation: Effects of presentation formats and learner proficiency on reading comprehension and vocabulary learning in foreign languages. Computers & Education, 63, 416–423.Google Scholar
Chen, O., Kalyuga, S., & Sweller, J. (2017). The expertise reversal effect is a variant of the more general element interactivity effect. Educational Psychology Review, 29, 393–405.Google Scholar
Chi, M. T. H., Feltovich, P., & Glaser, R. (1981). Categorisation and representation of physics problems by experts and novices. Cognitive Science, 5, 121–152.CrossRefGoogle Scholar
Chi, M. T. H., Glaser, R., & Farr, M. J. (eds.) (1988). The Nature of Expertise. Hillsdale, NJ: Erlbaum.Google Scholar
Chiu, T. K. (2018). Learner expertise and emotional design in multimedia learning. In Kay, J., and Luckin, R. (eds.), Rethinking Learning in the Digital Age: Making the Learning Sciences Count (13th International Conference of the Learning Sciences (ICLS) 2018, Vol. 3). London: International Society of the Learning Sciences.Google Scholar
Clarke, T., Ayres, P., & Sweller, J. (2005). The impact of sequencing and prior knowledge on learning mathematics through spreadsheet applications. Educational Technology Research and Development, 53, 15–24.Google Scholar
Cook, M., & Visser, R. (2014). Multimedia presentations of mitosis: An examination of split-attention, modality, redundancy, and cueing. Journal of Educational Multimedia and Hypermedia, 23, 145–162.Google Scholar
Cooper, G., Tindall-Ford, S., Chandler, P., & Sweller, J. (2001). Learning by imagining procedures and concepts. Journal of Experimental Psychology: Applied, 7, 68–82.Google Scholar
Cronbach, L. J., & Snow, R. E. (1977). Aptitudes and Instructional Methods: A Handbook for Research on Interaction. New York: Irvington Publishers.Google Scholar
Ericsson, K. A., & Smith, J. (eds.) (1991). Toward a General Theory of Expertise. Cambridge: Cambridge University Press.Google Scholar
Federico, P.-A. (1980). Adaptive instruction: Trends and issues, In Snow, R., Federico, P.-A., and Montague, W. (eds.), Aptitude, Learning, and Instruction: Vol. 1, Cognitive Process Analyses of Aptitude (pp. 1–26). Hillsdale, NJ: Erlbaum.Google Scholar
Homer, B. D., & Plass, J. L. (2010). Expertise reversal for iconic representations in science visualizations. Instructional Science, 38, 259–276.CrossRefGoogle Scholar
Hu, S., Vongpumivitch, V., Chang, J., & Liou, H. (2014). The effects of L1 and L2 e-glosses on incidental vocabulary learning of junior high-school English students. ReCALL: The Journal of the European Association for Computer Assisted Language Learning, 26, 80–99.Google Scholar
Jiang, D., Kalyuga, S., & Sweller, J. (2018). The curious case of improving foreign language listening skills by reading rather than listening: An expertise reversal effect. Educational Psychology Review, 30, 1139–1165.Google Scholar
Johnson, A. M., Ozogul, G., & Reisslein, M. (2015). Supporting multimedia learning with visual signalling and animated pedagogical agent: Moderating effects of prior knowledge. Journal of Computer Assisted Learning, 31, 97–115.CrossRefGoogle Scholar
Kalyuga, S. (2006a). Assessment of learners’ organized knowledge structures in adaptive learning environments. Applied Cognitive Psychology, 20, 333–342.CrossRefGoogle Scholar
Kalyuga, S. (2006b). Rapid cognitive assessment of learners’ knowledge structures. Learning and Instruction, 16, 1–11.Google Scholar
Kalyuga, S. (2007). Expertise reversal effect and its implications for learner-tailored instruction. Educational Psychology Review, 19, 509–539.Google Scholar
Kalyuga, S. (2008a). Relative effectiveness of animated and static diagrams: An effect of learner prior knowledge. Computers in Human Behavior, 23, 852–861.Google Scholar
Kalyuga, S. (2008b). When less is more in cognitive diagnosis: A rapid assessment method for adaptive learning environments. Journal of Educational Psychology, 100, 603–612.Google Scholar
Kalyuga, S. (2009). Managing Cognitive Load in Adaptive Multimedia Learning. New York: Information Science Reference.Google Scholar
Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003). Expertise reversal effect. Educational Psychologist, 38, 23–31.Google Scholar
Kalyuga, S., Chandler, P., & Sweller, J. (1998). Levels of expertise and instructional design. Human Factors, 40, 1–17.Google Scholar
Kalyuga, S., Chandler, P., & Sweller, J. (2000). Incorporating learner experience into the design of multimedia instruction. Journal of Educational Psychology, 92, 126–136.Google Scholar
Kalyuga, S., Chandler, P., & Sweller, J. (2001). Learner experience and efficiency of instructional guidance. Educational Psychology, 21, 5–23.Google Scholar
Kalyuga, S., Chandler, P., Tuovinen, J., & Sweller, J. (2001). When problem solving is superior to studying worked examples. Journal of Educational Psychology, 93, 579–588.Google Scholar
Kalyuga, S., Law, Y. K., & Lee, C. H. (2013). Expertise reversal effect in reading Chinese texts with added causal words. Instructional Science, 41, 481–497.Google Scholar
Kalyuga, S., & Renkl, A. (2010). Expertise reversal effect and its instructional implications: Introduction to the special issue. Instructional Science, 38, 209–215.Google Scholar
Kalyuga, S., Rikers, R., & Paas, F. (2012). Educational implications of expertise reversal effects in learning and performance of complex cognitive and sensorimotor skills. Educational Psychology Review, 24, 313–337.Google Scholar
Kalyuga, S., & Sweller, J. (2004). Measuring knowledge to optimize cognitive load factors during instruction. Journal of Educational Psychology, 96, 558–568.Google Scholar
Kalyuga, S., & Sweller, J. (2005). Rapid dynamic assessment of expertise to improve the efficiency of adaptive e-learning. Educational Technology, Research and Development, 53, 83–93.Google Scholar
Kalyuga, S., & Sweller, J. (2018). Cognitive load and expertise reversal. In Ericsson, K. A., Hoffman, R. R., Kozbelt, A., & Williams, A. M. (eds.), Cambridge Handbooks in Psychology. The Cambridge Handbook of Expertise and Expert Performance (pp. 793–811). New York: Cambridge University Press.Google Scholar
Khacharem, A., Zoudji, B., & Kalyuga, S. (2015). Expertise reversal for different forms of instructional designs in dynamic visual representations. British Journal of Educational Technology, 46, 756–767.Google Scholar
Khacharem, A., Zoudji, B., Kalyuga, S., & Ripoll, H. (2013). The expertise reversal effect for sequential presentation in dynamic soccer visualizations. Journal of Sport and Exercise Psychology, 35, 260–269.Google Scholar
Khacharem, A., Zoudji, B., Spanjers, I. A. E., & Kalyuga, S. (2014). Improving learning from animated soccer scenes: Evidence for the expertise reversal effect. Computers in Human Behavior, 35, 339–349.CrossRefGoogle Scholar
Kouma, R. B. (1991). Learning with media. Review of Educational Research, 61, 179–211.Google Scholar
Lee, H., Plass, J. L., & Homer, B. D. (2006). Optimizing cognitive load for learning from computer-based science simulations. Journal of Educational Psychology, 98, 902–913.Google Scholar
Lee, J., & Spector, J. M. (2012). Effects of model-centered instruction on effectiveness, efficiency, and engagement with ill-structured problem solving. Instructioinal Science, 40, 537–557.Google Scholar
Leppink, J., Broers, N. J., Imbos, T., van der Vleuten, C. P., & Berger, M. P. (2012). Self-explanation in the domain of statistics: An expertise reversal effect. Higher Education, 63, 771–785.Google Scholar
Leslie, K. C., Low, R., Jin, P., & Sweller, J. (2012). Redundancy and expertise reversal effects when using educational technology to learn primary school science. Educational Technology Research and Development, 60, 1–13.Google Scholar
Levie, W., & Lentz, R. (1982). Effects of text illustrations: A review of research. Educational Communication and Technology Journal, 30, 195–232.Google Scholar
Lohman, D. F. (1986). Predicting mathemathanic effects in the teaching of higher-order thinking skills. Educational Psychologist, 21, 191–208.Google Scholar
Magner, U. I. E., Schwonke, R., Aleven, V., Popescu, O., & Renkl, A. (2014). Triggering situational interest by decorative illustrations both fosters and hinders learning in computer-based learning environments. Learning and Instruction, 29, 141–152.Google Scholar
Mayer, R. E. (1989). Models for understanding. Review of Educational Research, 59, 43–64.Google Scholar
Mayer, R. E. (1999). Research-based principles for the design of instructional messages. The case of multimedia explanations. Document Design, 1, 7–20.CrossRefGoogle Scholar
Mayer, R. E. (2001). Multimedia Learning. Cambridge: Cambridge University Press.Google Scholar
Mayer, R. E., & Gallini, J. (1990). When is an illustration worth ten thousand words? Journal of Educational Psychology, 82, 715–726.Google Scholar
Mayer, R. E., Steinhoff, K., Bower, G., & Mars, R. (1995). A generative theory of textbook design: Using annotated illustrations to foster meaningful learning of science text. Educational Technology Research and Development, 43, 31–43.Google Scholar
Mayer, R., Stiehl, C., & Greeno, J. (1975). Acquisition of understanding and skill in relation to subjects’ preparation and meaningfulness of instruction. Journal of Educational Psychology, 67, 331–350.Google Scholar
Nihalani, P. K., Mayrath, M., & Robinson, D. H. (2011). When feedback harms and collaboration helps in computer simulation environments: An expertise reversal effect. Journal of Educational Psychology, 103, 776–785.CrossRefGoogle Scholar
Ollerenshaw, A., Aidman, E., & Kidd, G. (1997). Is an illustration always worth ten thousand words? Effects of prior knowledge, learning style, and multimedia illustrations on text comprehension. International Journal of Instructional Media, 24, 227–238.Google Scholar
Paas, F., Tuovinen, J. E., van Merriënboer, J. J. G., & Darabi, A. A. (2005). A motivational perspective on the relation between mental effort and performance. Educational Technology Research and Development, 53, 25–34.Google Scholar
Pollock, E., Chandler, P., & Sweller, J. (2002). Assimilating complex information. Learning and Instruction, 12, 61–86.CrossRefGoogle Scholar
Reimann, P., & Chi, M. T. H. (1989). Human expertise. In Gilhooly, K. J. (ed.), Human and Machine Problem Solving (pp. 161–191). New York: Plenum Press.Google Scholar
Reisslein, J., Atkinson, R. K., Seeling, P., & Reisslein, M. (2006). Encountering the expertise reversal effect with a computer-based environment on electrical circuit analysis. Learning and Instruction, 16, 92–103.Google Scholar
Renkl, A. (1997). Learning from worked-out examples: A study on individual differences. Cognitive Science, 21, 1–29.Google Scholar
Renkl, A., & Atkinson, R. (2003). Structuring the transition from example study to problem solving in cognitive skills acquisition: A cognitive load perspective. Educational Psychologist, 38, 15–22.Google Scholar
Renkl, A., Atkinson, R. K., Maier, U. H., & Staley, R. (2002). From example study to problem solving: Smooth transitions help learning. Journal of Experimental Education, 70, 293–315.Google Scholar
Rey, G. D., & Buchwald, F. (2011). The expertise reversal effect: Cognitive load and motivational explanations. Journal of Experimental Psychology: Applied, 17, 33–48.Google Scholar
Rey, G. D., & Fischer, A. (2013). The expertise reversal effect concerning instructional explanations. Instructional Science, 41, 407–429.Google Scholar
Richter, J., & Scheiter, K. (2019). Studying the expertise reversal of the multimedia signaling effect at a process level: Evidence from eye tracking. Instructional Science, 47, 627–658.Google Scholar
Richter, J., Scheiter, K., & Eitel, A. (2018). Signaling text–picture relations in multimedia learning: The influence of prior knowledge. Journal of Educational Psychology, 110, 544–560.CrossRefGoogle Scholar
Roelle, J., & Berthold, K. (2013). The expertise reversal effect in prompting focused processing of instructional explanations. Instructional Science, 41, 635–656.Google Scholar
Salden, R., Aleven, V., Schwonke, R., & Renkl, A. (2010). The expertise reversal effect and worked examples in tutored problem solving. Instructional Science, 38, 289–307.Google Scholar
Salden, R. J. C. M., Paas, F., & van Merriënboer, J. J. G. (2006). A comparison of approaches to learning task selection in the training of complex cognitive skills. Computers in Human Behavior, 22, 321–333.CrossRefGoogle Scholar
Schnotz, W., & Rasch, T. (2005). Enabling, facilitating, and inhibiting effects of animations in multimedia learning: Why reduction of cognitive load can have negative results on learning. Educational Technology Research and Development, 53, 47–58.CrossRefGoogle Scholar
Snow, R., & Lohman, D. (1984). Toward a theory of cognitive aptitude for learning from instruction. Journal of Educational Psychology, 76, 347–376.Google Scholar
Song, D. (2016). Expertise reversal effect and sequencing of learning tasks in online English as a second language learning environment. Interactive Learning Environments, 24, 423–437.Google Scholar
Spanjers, I. A. E., Wouters, P., van Gog, T., & van Merriënboer, J. J. G. (2011). An expertise reversal effect of segmentation in learning from animated worked-out examples. Computers in Human Behavior, 27, 46–52.Google Scholar
Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive Load Theory. New York: Springer.Google Scholar
Tobias, S. (1976). Achievement treatment interactions. Review of Educational Research, 46, 61–74.Google Scholar
Tobias, S. (1989). Another look at research on the adaptation of instruction to student characteristics. Educational Psychologist, 24, 213–227.Google Scholar
Tuovinen, J., & Sweller, J. (1999). A comparison of cognitive load associated with discovery learning and worked examples. Journal of Educational Psychology, 91, 334–341.Google Scholar
van Merriënboer, J. J. G. (1990). Strategies for programming instruction in high school: Program completion vs. program generation. Journal of Educational Computing Research, 6, 265–287.Google Scholar
van Merriënboer, J. J. G., & de Croock, M. B. M. (1992). Strategies for computer-based programming instruction: Program completion vs. program generation. Journal of Educational Computing Research, 8, 365–394.Google Scholar
van Merriënboer, J. J. G., Kirschner, P. A., & Kester, L. (2003). Taking the load off a learner’s mind: Instructional design principles for complex learning. Educational Psychologist, 38, 5–13.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×