Expertise Reversal Effect and Its Implications for Learner-Tailored Instruction Kalyuga, Slava en_US 2021-11-25T17:04:03Z 2021-11-25T17:04:03Z 2007 en_US
dc.description.abstract 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. en_US
dc.language English
dc.language.iso EN en_US
dc.rights CC BY-NC-ND 3.0 en_US
dc.rights.uri en_US
dc.source Legacy MARC en_US
dc.title Expertise Reversal Effect and Its Implications for Learner-Tailored Instruction en_US
dc.type Journal Article en
dcterms.accessRights metadata only access
dspace.entity.type Publication en_US
unsw.identifier.doiPublisher en_US
unsw.relation.faculty Arts Design & Architecture
unsw.relation.ispartofjournal Educational Psychology Review en_US
unsw.relation.ispartofpagefrompageto 509-539 en_US
unsw.relation.ispartofvolume 19 en_US
unsw.relation.originalPublicationAffiliation Kalyuga, Slava, Education, Faculty of Arts & Social Sciences, UNSW en_US School of Education *
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