Expertise Reversal Effect and Its Implications for Learner-Tailored Instruction

By Slava Kalyuga. 2007

1,005 citations recorded by the source corpus.

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.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/430ffaecc7de3c489cc0f0da440f1134d5a822ff

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Artificial Intelligence

1. Fred Paas
2. Tamara van Gog
3. J. V. van Merriënboer
4. Slava Kalyuga
5. John Sweller
6. Alexander Renkl
7. Paul Ayres
8. Nikol Rummel

In Developmental and Educational Psychology

1. Fred Paas
2. Tamara van Gog
3. Alexander Renkl
4. John Sweller
5. J. V. van Merriënboer
6. Slava Kalyuga
7. Paul Ginns
8. Paul Ayres

In Experimental and Cognitive Psychology

1. Fred Paas
2. Tamara van Gog
3. J. V. van Merriënboer
4. John Sweller
5. Alexander Renkl
6. Slava Kalyuga
7. Paul Ginns
8. J. Bobis

Citations in the corpus

• Teaching the Conceptual Structure of Mathematics (2012, background): “Kalyuga (2007) proposed an “expertise reversal effect” for the role of cognitive load.”
• The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support (2015, background): “…information (information that is already known) ‘‘might prevent learners from processing more elaborate information and, thus, from engaging in more meaningful activities that directly foster learning cf. Kalyuga 2007; McNamara and Kintsch 1996; Wittwer and Renkl 2008; Wannarka and Ruhl 2008).’’”
• Learning Analytics for Learning Design: A Systematic Literature Review of Analytics-Driven Design to Enhance Learning (2019, background): “from shortterm interventions to continuous monitoring) [47] but also whether and when certain scaffolds can gradually be removed to avoid cognitive load [105], how to design learning activities differently over time [86], [46], and expertise reversal effects [106].”
• Expertise reversal effects in writing-to-learn (2010, background): “In Experiment 1, we obtained empirical evidence that prompting students permanently with the same set of prompts over a longer period of time—although initially productive—in the long run, may entail negative side-effects that can theoretically be explained in terms of an expertise reversal effect (”
• A Systematic Review of Research on Personalized Learning: Personalized by Whom, to What, How, and for What Purpose(s)? (2021, background): “This kind of task loop adaptivity is critical to providing appropriate learning experiences that support learners with lower prior knowledge and to avoiding the induction of an expertise reversal by over-scaffolding high prior knowledge learners (Kalyuga, 2007).”
• Cognitive Load Theory: Implications for medical education: AMEE Guide No. 86 (2014, background): “Although many examples of the expertisereversal effect have been reported in the literature (Kalyuga 2007), the use of worked examples and conventional problems provides a good illustration.”
• Feedback Both Helps and Hinders Learning: The Causal Role of Prior Knowledge (2016, background): “Second, prior knowledge determines the effectiveness of various instructional techniques, such that a technique that is effective for lowknowledge learners loses its benefits for high-knowledge learners (see Kalyuga, 2007).”
• Keep it Coherent: A Meta-Analysis of the Seductive Details Effect (2020, background): “This brings up the theoretically grounded concern of a plausible expertise reversal effect (Kalyuga 2007; Kalyuga and Renkl 2010; Chen et al. 2017).”
• Getting the point: Tracing worked examples enhances learning (2015, background): “prior knowledge did not particularly benefit from this instructional technique, suggesting a potential expertise reversal effect (Kalyuga, 2007; Kalyuga & Renkl, 2010).”
• Spatial Ability: Its Influence on Learning with Visualizations—a Meta-Analytic Review (2010, background): “What is more, the role of individual differences increasingly shifts in focus: do all learners profit equally from visualizations? And if not, how can those learners be supported? While there are some conclusive reviews considering the role of prior knowledge (e.g., Kalyuga 2007 ), the role of spat”