Measuring Knowledge to Optimize Cognitive Load Factors During Instruction.

Abstract

The expertise reversal effect occurs when a learning procedure that is effective for novices becomes ineffective for more knowledgeable learners. The authors consider how to match instructional presentations to levels of learner knowledge. Experiments 1–2 were designed to develop a schema-based rapid method of measuring learners’ knowledge in a specific area. Experimental data using algebra and geometry materials for students in Grades 9 –10 indicated a highly significant correlation (up to .92) between performance on the rapid measure and traditional measures of knowledge, with test times reduced by factors of 4.9 and 2.5, respectively. Experiments 3– 4 used this method to monitor learners’ cognitive performance to determine which instructional design should be used for given levels of expertise. The expertise reversal effect (see Kalyuga, Ayres, Chandler, & Sweller, 2003) occurs when an instructional procedure that is relatively effective for novices becomes ineffective for more knowledgeable learners. A consequence of the effect is that an instructor must be able to accurately estimate the knowledge levels of learners to determine an appropriate instructional design for them. Frequently, knowledge levels of learners need to be assessed and monitored continuously during instructional episodes to dynamically determine the design of further instruction. Accordingly, it is critical to have a simple, rapid measure of expertise, especially in computer- and Web-based learning. Current measurement and test procedures may not be adequate for this purpose. The aim of the current work was to devise a rapid test of levels of expertise based on our knowledge of human cognitive architecture and then to use the test as a means of determining instructional procedures. The expertise reversal effect is an example of an aptitude– treatment interaction (e.g., see Cronbach & Snow, 1977; Lohman, 1986; Snow, 1989) or, more specifically, a disordinal interaction between person characteristics and educational treatment such that if instructional design A is superior to B for novices, B is superior to A for experts. In our research, the expertise reversal effect was derived from longitudinal studies of the effectiveness of different instructional formats and procedures with changing levels of learner expertise and explained using cognitive load theory (see Paas, Renkl, & Sweller, 2003; Sweller, 1999; and Sweller, Van Merrienboer, & Paas, 1998, for reviews), a theory based on the assumption that the processing limitations of working memory might be a major factor influencing the effectiveness of instructional presentations. Working memory capacity is overloaded if