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Measuring Knowledge to Optimize Cognitive Load Factors During Instruction.
Open accessAbstract
The expertise reversal effect occurs when a learning procedure that is effective for novices becomes ineffective for more knowledgeable learners. The authors consider how to match instructional presen-tations to levels of learner knowledge. Experiments 1–2 were designed to develop a schema-based rapid method of measuring learners ’ knowledge in a specific area. Experimental data using algebra and geometry materials for students in Grades 9–10 indicated a highly significant correlation (up to.92) between performance on the rapid measure and traditional measures of knowledge, with test times reduced by factors of 4.9 and 2.5, respectively. Experiments 3–4 used this method to monitor learners’ cognitive performance to determine which instructional design should be used for given levels of expertise. The expertise reversal effect (see Kalyuga, Ayres, Chandler, & Sweller, 2003) occurs when an instructional procedure that is relatively effective for novices becomes ineffective for more knowledgeable learners. A consequence of the effect is that an instructor must be able to accurately estimate the knowledge levels of learners to determine an appropriate instructional design for
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“A limitation to this method, however, is that it is only tested with relatively well-structured problems, and not with ill-structured problems in complex domains that can be solved in various ways.”
From Interactivity in Video-based Models (2007) · cites this paper as Kalyuga and Sweller (2004)
In the citing paper
“The method has promising results, because the time involved in assessing expertise levels was drastically reduced compared with more traditional assessment methods.”
From Interactivity in Video-based Models (2007) · cites this paper as Kalyuga and Sweller (2004)
In the citing paper
“A method proposed by Kalyuga and Sweller (2004) requires learners to use schemas in order to recognize a problem state and retrieve the appropriate next solution step,”
From Interactivity in Video-based Models (2007) · cites this paper as Kalyuga and Sweller (2004)
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Metadata
- Authors
- Kalyuga, S., & Sweller, J.
- Affiliations
- UNSW Sydney (AU)
- Venue
- Journal of Educational Psychology
- Published
- 2004-09
- Volume
- 96
- Issue
- 3
- Pages
- 558-568
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2078428840
- Cited by
- 219
- References
- 68
- Citations by year
- 2026: 5 · 2025: 15 · 2024: 5 · 2023: 6 · 2022: 7 · 2021: 9 · 2020: 6 · 2019: 4 · 2018: 9 · 2017: 12 · 2016: 7 · 2015: 7 · 2014: 17 · 2013: 12 · 2012: 18
- FWCI
- 12.81
- Type
- journal article
- Language
- en
- Open access
- green
- handle.unsw.edu.au
- Licence
- cc-by-nc-nd
- Locations
- Journal of Educational Psychology (publishedVersion)
- UNSWorks (UNSW Sydney) (submittedVersion, cc-by-nc-nd)
- UNSWorks (University of New South Wales, Sydney, Australia) (submittedVersion, cc-by-nc-nd)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- expertise reversal effect, cognitive load, instructional design, algebra instruction, geometry teaching, high school students
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