Prerequisite knowledge and time of testing in learning with animations and static pictures: Evidence for the expertise reversal effect

2021 ◽  
Vol 73 ◽  
pp. 101457
Author(s):  
Tim Kühl
2013 ◽  
Vol 38 (2) ◽  
pp. 118-125 ◽  
Author(s):  
Fleurie Nievelstein ◽  
Tamara van Gog ◽  
Gijs van Dijck ◽  
Henny P.A. Boshuizen

2013 ◽  
Vol 35 (3) ◽  
pp. 260-269 ◽  
Author(s):  
Aïmen Khacharem ◽  
Bachir Zoudji ◽  
Slava Kalyuga ◽  
Hubert Ripoll

Cognitive load perspective was used as a theoretical framework to investigate effects of expertise and type of presentation of interacting elements of information in learning from dynamic visualizations. Soccer players (N = 48) were required to complete a recall reconstruction test and to rate their invested mental effort after studying a concurrent or sequential presentation of the elements of play. The results provided evidence for an expertise reversal effect. For novice players, the sequential presentation produced better learning outcomes. In contrast, expert players performed better after studying the concurrent presentation. The findings suggest that the effectiveness of different visual presentation formats depend on levels of learner expertise.


2009 ◽  
Vol 38 (3) ◽  
pp. 289-307 ◽  
Author(s):  
Ron J. C. M. Salden ◽  
Vincent Aleven ◽  
Rolf Schwonke ◽  
Alexander Renkl

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