A kind of expertise reversal effect
Personalisation effect can depend on domain-specific prior knowledge
Bibliographic Data
| ID | 19514014 |
|---|---|
| Authors | Klaus D Stiller (0000-0002-9636-4516, University of Regensburg), Rosemarie Jedlicka (University of Regensburg) |
| Year | 2010 |
| Volume | 26 |
| Issue | 1 |
| Publication date | 2010-03-07 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Australasian Journal of Educational Technology (JOURNAL) |
| Journal identifiers | ISSN: 1449-3098 • E-ISSN: 1449-5554 |
| Publisher | Australasian Society for Computers in Learning in Tertiary Education (PUBLISHER • NZ) |
| DOI | 10.14742/ajet.1107 |
| OpenAlex | W2124950624 |
| Language | EN |
| Citations received | 5 |
| References cited | 10 |
In instructional multimedia design, it is often recommended that text accompanying pictures be presented in a personalised style to promote learning. The superiority of personalised over formal text may be explained using social agency theory (Mayer, 2005b), but it has not been investigated empirically whether such effects are valid in classroom settings, or depend on learner characteristics such as domain-specific prior knowledge. In this research, 65 pupils from the 10th grade of German grammar schools received computerised instructions about the structure of the human eye, containing static pictures and on screen text. The texts were written either in formal or in personalised style. Personalisation of the formal text was reached by replacing 130 impersonal articles with second person possessive pronouns and 24 third person articles with second person constructions. For learners with low prior knowledge, personalisation improved drawing and labeling performance, as well as the verbalisation of structural knowledge and transfer. For learners with higher prior knowledge, only labeling and drawing performance were improved, whilst structural knowledge was not affected and transfer performance was reduced
Domain knowledge · German · Grammar · Linguistics · Multimedia · Natural language processing · Personalization · Possessive · World Wide Web · Computer Science · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Visual and Cognitive Learning Processes · Artificial Intelligence
The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE)
Using a pedagogical agent to deliver conversational style instruction
Personalisation and embodiment in e‐Learning for health professionals
Learning about a serious disease
Personalizing text by using readers’ names – effects on reading comprehension and social agency
Expertise Reversal Effect and Its Implications for Learner-Tailored Instruction
Multimedia learning
Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq)
The Effects of Heterogeneous Regression Slopes on the Robustness of Two Test Statistics in the Analysis of Covariance
Microcomputers in education
Microcomputers in education
Strategies for Increasing Text-Based Interest and Students' Recall of Expository Texts
Self-reference and the encoding of personal information
The self-reference effect in memory
| Citations per year | 0.83 |
|---|---|
| Citation span | 2020 - 2025 (6) |
| Highly cited | No |