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ERIC Number: EJ1119955
Record Type: Journal
Publication Date: 2016
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0144-3410
EISSN: N/A
The Impact of Complexity on the Expertise Reversal Effect: Experimental Evidence from Testing Accounting Students
Blayney, Paul; Kalyuga, Slava; Sweller, John
Educational Psychology, v36 n10 p1868-1885 2016
Element interactivity is a central concept of cognitive load theory that defines the complexity of a learning task. The reduction of task complexity through a temporary segmentation or isolation of interacting elements was investigated with 104 students randomly assigned to an interacting elements group, where participants were required to deal with complex accounting problems in their entirety, or an isolated elements group, where the task was broken down into constituent components. The results provide strong support for the expertise reversal effect with isolated elements beneficial for novices, while interacting elements were appropriate for more knowledgeable learners. Critically, these results only were obtained for high rather than low element interactivity materials. It was concluded that segmentation or element isolation should consider the expertise of the learner in conjunction with the complexity of the learning material.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A