Department Psychology IV.
Department of General Psychology and Research Methods, University of Trier.
J Exp Psychol Appl. 2011 Mar;17(1):33-48. doi: 10.1037/a0022243.
The expertise reversal effect occurs when a learner's expertise moderates design principles such as the redundancy principle (i.e., redundant information should be excluded rather than included) derived from the cognitive load theory. Although this effect is supported by numerous experiments, indicating an overall large effect size, a variety of explanations have been proposed. The present experiment tested a cognitive load and a motivational explanation with 104 students, who reported a lack of experience in the presented instructional contents. They spent about 30 min with the instructional material to learn fundamental concepts about the gradient descent (a mathematical optimization algorithm), and with a retention and transfer test used as dependent measures. Each learner was randomly assigned to one cell of a 2 (either novices or experts introduced to through the instructional design presented previously) × 2 (either with or without additional text explaining the animations) between-subjects factorial design. The expertise reversal effect concerning the redundancy principle was replicated. Novices receiving additional text scored higher on retention and transfer than did novices without additional text, while this result was reversed for experts. Results suggest that this effect can be explained by the learner's cognitive load differences rather than overall motivation differences. Furthermore, a partial overlap was found between the motivational subdimension, "probability of success," and a cognitive load measure. On the practical side, instructional designers should consider the learner's level of expertise and their cognitive load when applying design principles. Further implications for adaptive learning environments are discussed.
当学习者的专业知识影响到认知负荷理论所提出的设计原则时，就会出现专业知识反转效应，例如冗余原则（即应该排除而不是包含冗余信息）。尽管这一效应得到了大量实验的支持，表明其具有较大的总体效应量，但也提出了各种解释。本实验通过 104 名学生进行了一项认知负荷和动机解释的测试，这些学生报告缺乏所呈现教学内容的经验。他们用大约 30 分钟的时间学习了关于梯度下降（一种数学优化算法）的基本概念，并使用保留和转移测试作为因变量。每个学习者都被随机分配到一个 2（新手或通过前面呈现的教学设计引入的专家）×2（是否有额外的文本解释动画）的被试间因子设计的单元格中。关于冗余原则的专业知识反转效应得到了复制。接受额外文本的新手在保留和转移测试中的得分高于没有额外文本的新手，而对于专家来说，这一结果则相反。结果表明，这种效应可以通过学习者的认知负荷差异来解释，而不是整体动机差异。此外，在“成功概率”的动机子维度和认知负荷测量之间发现了部分重叠。在实践方面，教学设计者在应用设计原则时应考虑学习者的专业水平和他们的认知负荷。进一步讨论了对自适应学习环境的影响。
