Educational Implications of Expertise Reversal Effects in Learning and Performance of Complex Cognitive and Sensorimotor Skills

Kalyuga, Slava; Rikers, Remy M. J. P.; Paas, Fred

doi:10.1007/s10648-012-9195-x

Cited by 92 publications

(51 citation statements)

References 99 publications

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“…A general finding of this research is that the benefits of instructional support decrease with increasing prior knowledge. This pattern of results has been termed the expertise reversal effect (Kalyuga, 2007) and has been found for several instructional approaches, including instructional support using animations, simulations, and hypermedia-based materials (e.g., Kalyuga, 2013;Kalyuga, Rikers, & Paas, 2012).…”

Section: Aptitude Treatment Interactions In the Context Of Complex Lementioning

confidence: 82%

Executive functions in the context of complex learning: Malleable moderators?

Schwaighofer

Bühner

Fischer

2017

FLR

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Section: Aptitude Treatment Interactions In the Context Of Complex Lementioning

confidence: 82%

Executive functions in the context of complex learning: Malleable moderators?

Schwaighofer

Bühner

Fischer

2017

FLR

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“…At some point, examples will offer little new information and much redundant information. When this occurs, learning from examples can lose its benefit over solving practice problems and induce an expertise reversal effect (Kalyuga, Ayres, Chandler, & Sweller, ; Kalyuga, Rikers, & Paas, ) where providing too much support to advanced learners can be detrimental to learning. From this, it follows that examples should precede a period of practice, where learners get a chance to apply the observed knowledge and skills.…”

Section: Introductionmentioning

confidence: 99%

Effects of a modelling example for teaching information problem solving skills

Frèrejean

Strien

Kirschner

et al. 2018

Computer Assisted Learning

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Although students often appear to be skilled in retrieving and making use of information from the internet, research shows that their information problem solving skills are overestimated. They show deficiencies in many of the necessary skills, such as generation of search terms, selection of sources, and critical processing of information. It is therefore necessary to design and develop effective instruction to foster information problem solving skills. Research shows that learning from examples can be an effective approach for teaching complex cognitive skills in ill-structured domains, such as writing or communicating. To explore whether this also holds for information problem solving, this study investigates the effects of presenting a modelling example in an online information problem solving training. Results of two experiments show that viewing a modelling example, presented as a screencast of an expert thinking out loud and interspersed with cognitive prompts, leads to a higher posttest performance than performing a practice task. The effect persisted on a delayed posttest 1 week later.The results imply that information problem solving instruction in an online setting can benefit from employing video-based modelling examples. KEYWORDSexample-based learning, information problem solving, modelling example, prompting 1 | INTRODUCTION 1.1 | Information problem solving Information problem solving (IPS) is a skill often required from students in today's educational programs, as it is common for teachers to provide assignments requiring students to search for information on the internet. These assignments can be characterized as information problems: problems that require more information to solve than is currently available to the learner. They pose an information gap, because students must first search for the missing information and then process it in order to solve problem. Teachers might assume that searching and processing information automatically leads to learning, but such information problems are often ill-defined and present unknown or unclear task demands, goals, or solution paths. Although it is tempting to regard students as "digital natives" and expect that they automatically acquired skills to solve such problems, research shows that most students' IPS skills are underdeveloped. Students struggle to systematically search for information, evaluate it critically, and produce an adequate solution for an information problem (Frerejean, van Strien, Kirschner, & Brand-Gruwel, 2016;Walraven, Brand-Gruwel, & Boshuizen, 2008).An effective approach to solving an information problem can be summarized in five steps (e.g., the IPS-I model; Brand-Gruwel, Wopereis, & Vermetten, 2005; Brand-Gruwel, Wopereis, & Walraven, 2009). First, learners build a problem representation by reviewing the ---This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is no...

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“…Good patient-centered interviewing skills have been connected with improved health outcomes and these strategies can according to Lein and Wills [59] “enhance effectiveness of patient care processes and outcomes while retaining efficiency of patient management” (page 215). Previous research has pointed out that VPs cases need to be realistic and preferably also based on real cases [60-62]. The more authentic a virtual patient case is, it is more challenging [61], which may explain some of the reservations expressed by one of the participants who remembered the VP as a useful tool especially for medical students but not for practicing doctors, as it was experienced as too artificial.…”

Section: Discussionmentioning

confidence: 99%

Educational potential of a virtual patient system for caring for traumatized patients in primary care

et al. 2013

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BackgroundVirtual Patients (VPs) have been used in undergraduate healthcare education for many years. This project is focused on using VPs for training professionals to care for highly vulnerable patient populations. The aim of the study was to evaluate if Refugee Trauma VPs was perceived as an effective and engaging learning tool by primary care professionals (PCPs) in a Primary Health Care Centre (PHC).MethodsA VP system was designed to create realistic and engaging VP cases for Refugee Trauma for training refugee patient interview, use of established trauma and mental health instruments as well as to give feedback to the learners. The patient interview section was based on video clips with a Bosnian actor with a trauma story and mental health problems. The video clips were recorded in Bosnian language to further increase the realism, but also subtitled in English. The system was evaluated by 11 volunteering primary health clinicians at the Lynn Community Health Centre, Lynn, Massachusetts, USA. The participants were invited to provide insights/feedback about the system’s usefulness and educational value. A mixed methodological approach was used, generating both quantitative and qualitative data.ResultsSelf-reported dimensions of clinical care, pre and post questionnaire questions on the PCPs clinical worldview, motivation to use the VP, and IT Proficiency. Construct items used in these questionnaires had previously demonstrated high face and construct validity. The participants ranked the mental status examination more positively after the simulation exercise compared to before the simulation. Follow up interviews supported the results.ConclusionsEven though virtual clinical encounters are quite a new paradigm in PHC, the participants in the present study considered our VP case to be a relevant and promising educational tool. Next phase of our project will be a RCT study including comparison with specially prepared paper-cases and determinative input on improving clinical diagnosis and treatment of the traumatized refugee patient.

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Educational Implications of Expertise Reversal Effects in Learning and Performance of Complex Cognitive and Sensorimotor Skills

Cited by 92 publications

References 99 publications

Executive functions in the context of complex learning: Malleable moderators?

Executive functions in the context of complex learning: Malleable moderators?

Effects of a modelling example for teaching information problem solving skills

Educational potential of a virtual patient system for caring for traumatized patients in primary care

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