‘Less Knowledge, Better Experience’: Examining the Expertise Reversal Effect in Learning With Instructor-Generated Drawings

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Computer Assisted Learning Pub Date : 2025-02-06 DOI:10.1111/jcal.13121

Yuan Tian, Zhongjian Liu, Hainuo Liu, Min Fang

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Abstract

Background

Online videos featuring human-generated drawing are increasingly popular in education. However, their effectiveness may vary depending on learners' prior knowledge, and further research is needed to confirm their advantages over other common instructional videos.

Objectives

The primary goal of this study is to investigate the impact of instructional video formats on learners' outcomes and experiences, and to further explore the interaction between video formats and prior knowledge.

Methods

In a 2 × 3 between-subjects design, 144 college students were divided into two groups based on their (high vs. low) prior knowledge levels and then randomly assigned to different video format conditions. Students listened to oral explanations from the instructor while viewing either dynamic instructor hand-drawn diagrams (instructor-generated visuals), dynamic PowerPoint diagrams (PPT visuals), or static diagrams identical to the PPT visuals (static visuals). Finally, we measured learners' outcomes (i.e., retention and transfer scores) and experiences (i.e., emotion and cognitive load).

Results

Viewing dynamic visuals have a significant facilitating effect on learning compared to static visuals. Moreover, the expertise reversal effect was confirmed. Specifically, for learners with low prior knowledge, the retention test scores and learning experiences of students viewing instructor-generated dynamic visuals outperformed those viewing dynamic PPT visuals and static visuals. For learners with high levels of prior knowledge, no significant differences are observed between the groups. Finally, we found that students' emotional experiences significantly mediated the relationship between instructor-generated visuals and learning outcomes.

Conclusions

These results indicate that the choice of instructional videos should align with learners' prior knowledge and emphasises the importance of learning experiences.

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背景以人工绘图为特色的在线视频在教育领域越来越受欢迎。然而，这些视频的效果可能因学习者的已有知识而异，因此需要进一步的研究来确认它们与其他普通教学视频相比的优势。研究目的本研究的主要目的是调查教学视频格式对学习者学习效果和体验的影响，并进一步探讨视频格式与已有知识之间的相互作用。方法采用 2 × 3 受试者间设计，将 144 名大学生按其先验知识水平（高与低）分为两组，然后随机分配到不同的视频格式条件下。学生们一边聆听教师的口头讲解，一边观看教师手绘的动态图表（教师生成的视觉效果）、动态 PowerPoint 图表（PPT 视觉效果）或与 PPT 视觉效果相同的静态图表（静态视觉效果）。最后，我们测量了学习者的结果（即保留和迁移分数）和体验（即情绪和认知负荷）。结果与静态视觉效果相比，动态视觉效果对学习有明显的促进作用。此外，专业知识逆转效应也得到了证实。具体来说，对于先验知识水平较低的学习者来说，观看教师生成的动态视觉效果的学生在保持测试成绩和学习体验方面均优于观看动态 PPT 视觉效果和静态视觉效果的学生。而对于先验知识水平较高的学习者，各组之间则没有明显差异。最后，我们发现学生的情感体验在很大程度上调节了教师生成的视觉效果与学习效果之间的关系。结论这些结果表明，教学视频的选择应与学习者的已有知识相一致，并强调了学习体验的重要性。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope