Encountering the expertise reversal effect with a computer-based environment on electrical circuit analysis
ARTICLE
Jana Reisslein, Robert K. Atkinson, Patrick Seeling, Martin Reisslein
Learning and Instruction Volume 16, Number 2, ISSN 0959-4752 Publisher: Elsevier Ltd
Abstract
This study examined the effectiveness of a computer-based environment employing three example-based instructional procedures (example–problem, problem–example, and fading) to teach series and parallel electrical circuit analysis to learners classified by two levels of prior knowledge (low and high). Although no differences between the instructional procedures were observed, low prior knowledge learners benefited most from traditional example–problem pairs while their high prior knowledge counterparts benefited most from problem–example pairs. Overall, this study provides empirical support for the expertise reversal effect, which suggests that the effectiveness of certain instruction procedures in example-based learning environments depends upon the learners' level of prior knowledge.
Citation
Reisslein, J., Atkinson, R.K., Seeling, P. & Reisslein, M. (2006). Encountering the expertise reversal effect with a computer-based environment on electrical circuit analysis. Learning and Instruction, 16(2), 92-103. Elsevier Ltd. Retrieved August 14, 2024 from https://www.learntechlib.org/p/99375/.
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