To tailor instruction to levels of learner proficiency in a domain in adaptive learning environme... more To tailor instruction to levels of learner proficiency in a domain in adaptive learning environments, rapid on‐line methods of assessing learner knowledge and skills are required. Cognitive studies indicate that major factors in expert performance are ...
The process of knowledge elaboration is considered from the perspective of cognitive load theory.... more The process of knowledge elaboration is considered from the perspective of cognitive load theory. This theory assumes that the available knowledge structures in long-term memory (LTM) are used to organize and guide cognitive processing in complex learning. Accordingly, the role of external instructional guidance in the process of knowledge elaboration could be described as providing a substitute for knowledge structures missing from LTM. Thus, the executive guidance in complex learning environments is shared between the person (based on his/her LTM knowledge structures) and another expert or instructional means. This article analyzes instructional implications of this assumption. Adaptive learning environments are suggested for tailoring knowledge elaboration processes to changing characteristics of individual learners. Means for identifying and predicting the learner's LTM-based executive guidance are proposed so that they can be utilized in the building of adaptive learning environments.
A rapid approach to diagnostic assessment of levels of acquisition of organized domain-specific k... more A rapid approach to diagnostic assessment of levels of acquisition of organized domain-specific knowledge structures is described. The approach is based on evaluating an immediate content of long-term working memory and has the potential for developing more rapid and sensitive diagnostic techniques than traditional knowledge tests. To illustrate the approach, a specific rapid diagnostic method in kinematics is described and applied as a means of tailoring instructions to levels of learner expertise in an adaptive computer-based tutor.
APA PsycNET Our Apologies! - The following features are not available with your current Browser c... more APA PsycNET Our Apologies! - The following features are not available with your current Browser configuration. - alerts user that their session is about to expire - display, print, save, export, and email selected records - get My ...
This paper investigates interactions between user expertise and formats of instructional presenta... more This paper investigates interactions between user expertise and formats of instructional presentations. A cognitive load approach assumes that information presentation should be structured to eliminate any avoidable load on working memory. The level of learner expertise is a major factor determining intelligibility of information for a user. A diagram might not be intelligible in isolation for less experienced users and so require additional textual explanations. Physical integration (e.g., using spatial grouping or colour coding) of the text and diagram can reduce split attention and an unnecessary working memory load. The same diagram may be understandable for more experienced users. Eliminating redundancy may be the best way to reduce cognitive load in this situation. A series of experiments using instructions in elementary electrical engineering demonstrated the alterations in optimal instructional designs with the development of user expertise.
Traditional assessment methods are not always suitable for diagnosing learners' knowledge structu... more Traditional assessment methods are not always suitable for diagnosing learners' knowledge structures at different levels of their expertise. This paper describes an alternative schema-based rapid assessment technique and its application in the area of arithmetic word problem solving. The technique is based on an assessment of the extent to which working memory limits have been altered by solution schemas held in long-term memory. In an experiment (N ¼ 55, Grade 8), the average test time was reduced by a factor of 2.8 in comparison with a traditional test, with a significant correlation of 0.72 between scores on both tests.
This concluding paper summarizes the main points and recommendations of the previous papers in th... more This concluding paper summarizes the main points and recommendations of the previous papers in this Special issue within a conceptual framework of cognitive load theory. Design of efficient interactive learning environments should take into account main features and limitations of our cognitive architecture. The paper provides a brief overview of this architecture and sources of cognitive load, considers their instructional implications for interactive e-learning environments, and analyzes methods for managing cognitive load and enhancing instructional efficiency of such environments.
Australian Journal of Educational Technology, Jan 1, 2000
Conventional wisdom tells us that two modalities (visual and auditory) are better than one modali... more Conventional wisdom tells us that two modalities (visual and auditory) are better than one modality in any instructional message. This paper describes two cases where combining audio explanations with visual instructions has had negative rather than positive or neutral effects. The results were explained as a consequence of working memory overload. Some guiding principles in the design of multimedia instruction are suggested.
The expertise reversal effect occurs when a learning procedure that is effective for novices beco... more 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 12 were designed to develop ...
Interactions between levels of learner knowledge in a domain and levels of instructional guidance... more Interactions between levels of learner knowledge in a domain and levels of instructional guidance were studied in this investigation. Inexperienced mechanical trade apprentices were presented with one of two alternative instructional designs: a series of worked ...
The interactions between levels of learner prior knowledge and effectiveness of different instruc... more The interactions between levels of learner prior knowledge and effectiveness of different instructional techniques and procedures have been intensively investigated within a cognitive load framework since mid-90s. This line of research has become known as the expertise reversal effect. Apart from their cognitive load theory-based prediction and explanation, patterns of empirical findings on the effect fit well those in studies of Aptitude Treatment Interactions (ATI) that were originally initiated in mid-60s. This paper reviews recent empirical findings associated with the expertise reversal effect, their interpretation within cognitive load theory, relations to ATI studies, implications for the design of learnertailored instructional systems, and some recent experimental attempts of implementing these findings into realistic adaptive learning environments.
... and inte-grated formats has indicated a superiority of the physically integrated format, thus... more ... and inte-grated formats has indicated a superiority of the physically integrated format, thus demon-strating the split-attention effect (see Chandler & Sweller, 1991, 1992, 1996; Mayer, 1989; Mayer & Gallini, 1990; Sweller, Chandler, Tierney, & Cooper, 1990; Tarmizi & Sweller ...
Two experiments investigated alternatives to split-attention instructional designs. It was assume... more Two experiments investigated alternatives to split-attention instructional designs. It was assumed that because a learner has a limited working memory capacity, any increase in cognitive resources required to process split-attention materials decreases resources available for learning. Using computer-based instructional material consisting of diagrams and text, Experiment 1 attempted to ameliorate split-attention eects by increasing eective working memory size by presenting the text in auditory form. Auditory presentation of text proved superior to visual-only presentation but not when the text was presented in both auditory and visual forms. In that case, the visual form was redundant and imposed a cognitive load that interfered with learning. Experiment 2 ameliorated split-attention eects by using colour coding to reduce cognitive load inducing search for diagrammatic referents in the text. Mental load rating scales provided evidence in both experiments that alternatives to split-attention instructional designs were eective due to reductions in cognitive load.
When new information is presented to learners, it must be processed in a severely limited working... more When new information is presented to learners, it must be processed in a severely limited working memory. Learning reduces working memory limitations by enabling the use of schemas, stored in long-term memory, to process information more efficiently. Several instructional techniques have been designed to facilitate schema construction and automation by reducing working memory load. Recently, however, strong evidence has emerged that the effectiveness of these techniques depends very much on levels of learner expertise. Instructional techniques that are highly effective with inexperienced learners can lose their effectiveness and even have negative consequences when used with more experienced learners. We call this phenomenon the expertise reversal effect. In this article, we review the empirical literature on the interaction between instructional techniques and levels of learner experience that led to the identification of the expertise reversal effect.
To tailor instruction to levels of learner proficiency in a domain in adaptive learning environme... more To tailor instruction to levels of learner proficiency in a domain in adaptive learning environments, rapid on‐line methods of assessing learner knowledge and skills are required. Cognitive studies indicate that major factors in expert performance are ...
The process of knowledge elaboration is considered from the perspective of cognitive load theory.... more The process of knowledge elaboration is considered from the perspective of cognitive load theory. This theory assumes that the available knowledge structures in long-term memory (LTM) are used to organize and guide cognitive processing in complex learning. Accordingly, the role of external instructional guidance in the process of knowledge elaboration could be described as providing a substitute for knowledge structures missing from LTM. Thus, the executive guidance in complex learning environments is shared between the person (based on his/her LTM knowledge structures) and another expert or instructional means. This article analyzes instructional implications of this assumption. Adaptive learning environments are suggested for tailoring knowledge elaboration processes to changing characteristics of individual learners. Means for identifying and predicting the learner's LTM-based executive guidance are proposed so that they can be utilized in the building of adaptive learning environments.
A rapid approach to diagnostic assessment of levels of acquisition of organized domain-specific k... more A rapid approach to diagnostic assessment of levels of acquisition of organized domain-specific knowledge structures is described. The approach is based on evaluating an immediate content of long-term working memory and has the potential for developing more rapid and sensitive diagnostic techniques than traditional knowledge tests. To illustrate the approach, a specific rapid diagnostic method in kinematics is described and applied as a means of tailoring instructions to levels of learner expertise in an adaptive computer-based tutor.
APA PsycNET Our Apologies! - The following features are not available with your current Browser c... more APA PsycNET Our Apologies! - The following features are not available with your current Browser configuration. - alerts user that their session is about to expire - display, print, save, export, and email selected records - get My ...
This paper investigates interactions between user expertise and formats of instructional presenta... more This paper investigates interactions between user expertise and formats of instructional presentations. A cognitive load approach assumes that information presentation should be structured to eliminate any avoidable load on working memory. The level of learner expertise is a major factor determining intelligibility of information for a user. A diagram might not be intelligible in isolation for less experienced users and so require additional textual explanations. Physical integration (e.g., using spatial grouping or colour coding) of the text and diagram can reduce split attention and an unnecessary working memory load. The same diagram may be understandable for more experienced users. Eliminating redundancy may be the best way to reduce cognitive load in this situation. A series of experiments using instructions in elementary electrical engineering demonstrated the alterations in optimal instructional designs with the development of user expertise.
Traditional assessment methods are not always suitable for diagnosing learners' knowledge structu... more Traditional assessment methods are not always suitable for diagnosing learners' knowledge structures at different levels of their expertise. This paper describes an alternative schema-based rapid assessment technique and its application in the area of arithmetic word problem solving. The technique is based on an assessment of the extent to which working memory limits have been altered by solution schemas held in long-term memory. In an experiment (N ¼ 55, Grade 8), the average test time was reduced by a factor of 2.8 in comparison with a traditional test, with a significant correlation of 0.72 between scores on both tests.
This concluding paper summarizes the main points and recommendations of the previous papers in th... more This concluding paper summarizes the main points and recommendations of the previous papers in this Special issue within a conceptual framework of cognitive load theory. Design of efficient interactive learning environments should take into account main features and limitations of our cognitive architecture. The paper provides a brief overview of this architecture and sources of cognitive load, considers their instructional implications for interactive e-learning environments, and analyzes methods for managing cognitive load and enhancing instructional efficiency of such environments.
Australian Journal of Educational Technology, Jan 1, 2000
Conventional wisdom tells us that two modalities (visual and auditory) are better than one modali... more Conventional wisdom tells us that two modalities (visual and auditory) are better than one modality in any instructional message. This paper describes two cases where combining audio explanations with visual instructions has had negative rather than positive or neutral effects. The results were explained as a consequence of working memory overload. Some guiding principles in the design of multimedia instruction are suggested.
The expertise reversal effect occurs when a learning procedure that is effective for novices beco... more 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 12 were designed to develop ...
Interactions between levels of learner knowledge in a domain and levels of instructional guidance... more Interactions between levels of learner knowledge in a domain and levels of instructional guidance were studied in this investigation. Inexperienced mechanical trade apprentices were presented with one of two alternative instructional designs: a series of worked ...
The interactions between levels of learner prior knowledge and effectiveness of different instruc... more The interactions between levels of learner prior knowledge and effectiveness of different instructional techniques and procedures have been intensively investigated within a cognitive load framework since mid-90s. This line of research has become known as the expertise reversal effect. Apart from their cognitive load theory-based prediction and explanation, patterns of empirical findings on the effect fit well those in studies of Aptitude Treatment Interactions (ATI) that were originally initiated in mid-60s. This paper reviews recent empirical findings associated with the expertise reversal effect, their interpretation within cognitive load theory, relations to ATI studies, implications for the design of learnertailored instructional systems, and some recent experimental attempts of implementing these findings into realistic adaptive learning environments.
... and inte-grated formats has indicated a superiority of the physically integrated format, thus... more ... and inte-grated formats has indicated a superiority of the physically integrated format, thus demon-strating the split-attention effect (see Chandler & Sweller, 1991, 1992, 1996; Mayer, 1989; Mayer & Gallini, 1990; Sweller, Chandler, Tierney, & Cooper, 1990; Tarmizi & Sweller ...
Two experiments investigated alternatives to split-attention instructional designs. It was assume... more Two experiments investigated alternatives to split-attention instructional designs. It was assumed that because a learner has a limited working memory capacity, any increase in cognitive resources required to process split-attention materials decreases resources available for learning. Using computer-based instructional material consisting of diagrams and text, Experiment 1 attempted to ameliorate split-attention eects by increasing eective working memory size by presenting the text in auditory form. Auditory presentation of text proved superior to visual-only presentation but not when the text was presented in both auditory and visual forms. In that case, the visual form was redundant and imposed a cognitive load that interfered with learning. Experiment 2 ameliorated split-attention eects by using colour coding to reduce cognitive load inducing search for diagrammatic referents in the text. Mental load rating scales provided evidence in both experiments that alternatives to split-attention instructional designs were eective due to reductions in cognitive load.
When new information is presented to learners, it must be processed in a severely limited working... more When new information is presented to learners, it must be processed in a severely limited working memory. Learning reduces working memory limitations by enabling the use of schemas, stored in long-term memory, to process information more efficiently. Several instructional techniques have been designed to facilitate schema construction and automation by reducing working memory load. Recently, however, strong evidence has emerged that the effectiveness of these techniques depends very much on levels of learner expertise. Instructional techniques that are highly effective with inexperienced learners can lose their effectiveness and even have negative consequences when used with more experienced learners. We call this phenomenon the expertise reversal effect. In this article, we review the empirical literature on the interaction between instructional techniques and levels of learner experience that led to the identification of the expertise reversal effect.
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Papers by Slava Kalyuga