When feedback harms and collaboration helps in computer simulation environments: An expertise reversal effect.

Nihalani, Priya K.; Mayrath, Michael; Robinson, Daniel H.

doi:10.1037/a0025276

Cited by 30Visual and Cognitive Learning ProcessesInnovative Teaching and Learning MethodsIntelligent Tutoring Systems and Adaptive Learning

When feedback harms and collaboration helps in computer simulation environments: An expertise reversal effect.

Nihalani, Priya K., Mayrath, Michael, Robinson, Daniel H.·2011·Journal of Educational Psychology

DOI 10.1037/a0025276

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Abstract

We investigated the effects of feedback and collaboration on undergraduates' transfer performance when using a computer networing training simulation. In Experiment 1, 65 computer science novices worked through an instructional protocol individually (control), individually with feedback, or collaboratively with feedback. Unexpectedly, collaboration appeared to inhibit students' transfer performance relative to individual feedback. Experiment 2 was a replication with 62 computer science experts. This time, collaboration facilitated transfer performance. Both experiments revealed an interaction between instructional procedures producing an expertise reversal effect: Novices who worked individually with feedback actually outperformed their expert counterparts (Kalyuga, Ayres, Chandler, & Sweller, 2003). When students have low prior knowledge, presenting feedback as they work independently is more effective than collaborating with other novices. On the other hand, when students have high prior knowledge, individual feedback may actually inhibit learning and reverse the benefits of expertise.

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Prior knowledge, experience, and skill affect how students receive and process novel information.
“Prior knowledge, experience, and skill affect how students receive and process novel information (e.g., Nihalani, Mayrath, & Robinson, 2011).”
From Malleability, plasticity, and individuality: How children learn and develop in context<sup>1</sup> (2019) · cites this paper as Nihalani, Mayrath, & Robinson, 2011

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Authors: Nihalani, P. K., Mayrath, M., & Robinson, D. H.
Affiliations: The University of Texas at Austin (US)
Harvard University (US)
ORCID: Mayrath, Michael
Robinson, Daniel H.
Venue: Journal of Educational Psychology
Publisher: American Psychological Association (APA)
Published: 2011-11
Volume: 103
Issue: 4
Pages: 776-785
ISSN: 0022-0663 (ISSN-L)
1939-2176
DOI: 10.1037/a0025276
OpenAlex: W2029711610
Cited by: 30
References: 61
Citations by year: 2026: 1 · 2025: 1 · 2024: 2 · 2022: 2 · 2021: 4 · 2020: 1 · 2018: 2 · 2017: 2 · 2016: 2 · 2015: 3 · 2014: 4 · 2013: 2 · 2012: 3
FWCI: 4.13
Type: journal article
Language: en
Open access: closed
Locations: Journal of Educational Psychology (publishedVersion)
Topics: Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
Keywords: expertise reversal effect, feedback, collaboration, transfer of learning, computer simulation, prior knowledge, novice learners, expert learners, individual vs collaborative learning, instructional design

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When feedback harms and collaboration helps in computer simulation environments: An expertise reversal effect.

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