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2 results

  • 13 - The Expertise Reversal Principle in Multimedia Learning

  • from Part III - Basic Principles of Multimedia Learning
  • Edited by Richard E. Mayer, University of California, Santa Barbara, Logan Fiorella, University of Georgia
  • Book:
    The Cambridge Handbook of Multimedia Learning
    Published online:
    19 November 2021
    Print publication:
    09 December 2021, pp 171-182

  • 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.

  • 28 - Multimedia Learning and the Development of Mental Models

  • from Part IV - Multimedia Learning of Cognitive Processes
  • Edited by Richard E. Mayer, University of California, Santa Barbara
  • Book:
    The Cambridge Handbook of Multimedia Learning
    Published online:
    05 August 2014
    Print publication:
    28 July 2014, pp 673-702

  • Summary

    This chapter describes empirical findings associated with the expertise reversal principle, its interpretation within cognitive load theory, conditions of applicability of the principle, and its implications for research and instructional design. Cognitive science studies of differences between experts and novices have demonstrated that the knowledge base held in long-term memory is the most critical characteristic of competent performance in any subject area. It reviews empirical studies supporting the expertise reversal principle and shows that this principle has a plausible theoretical explanation within a cognitive load framework. An essential future research direction is that of identifying instructional designs and procedures that are optimal for different levels of learner expertise. Adaptive multimedia systems that tailor instructional methods to levels of learner expertise have the best potential for optimizing cognitive load in multimedia learning. Rapid diagnostic assessment tools could potentially be used as real-time measures of expertise for adaptive fading procedures.