Encountering the expertise reversal effect with a computer-based environment on electrical circuit analysis

Jana Reisslein, Robert Atkinson, Patrick Seeling, Martin Reisslein

Research output: Contribution to journalArticlepeer-review

72 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)92-103
Number of pages12
JournalLearning and Instruction
Volume16
Issue number2 SPEC. ISS.
DOIs
StatePublished - Apr 2006

Keywords

  • Engineering education
  • Expertise reversal effect
  • Fading
  • Worked-out examples

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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