Margaret MacDougall
Dyscalculia, dyslexia, and medical students' needs for learning and using statistics
Medical education online
expertise reversal effect occurs learners expertise moderates design principles redundancy principle ie redundant information excluded rather included derived cognitive load theory although effect supported numerous experiments indicating overall large effect size variety explanations proposed present experiment tested cognitive load motivational explanation 104 students reported lack experience presented instructional contents spent 30 min instructional material learn fundamental concepts gradient descent mathematical optimization algorithm retention transfer test used dependent measures learner randomly assigned one cell 2 either novices experts introduced instructional design presented previously 2 either without additional text explaining animations betweensubjects factorial design expertise reversal effect concerning redundancy principle replicated novices receiving additional text scored higher retention transfer novices without additional text result reversed experts results suggest effect explained learners cognitive load differences rather overall motivation differences furthermore partial overlap found motivational subdimension probability success cognitive load measure practical side instructional designers consider learners level expertise cognitive load applying design principles implications adaptive learning environments discussed