A Kind of Expertise Reversal Effect: Personalisation Effect Can Depend on Domain-Specific Prior Knowledge

Autor/inn/en	Stiller, Klaus D.; Jedlicka, Rosemarie
Titel	A Kind of Expertise Reversal Effect: Personalisation Effect Can Depend on Domain-Specific Prior Knowledge
Quelle	In: Australasian Journal of Educational Technology, 26 (2010) 1, S.133-149 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Computer Assisted Instruction; Prior Learning; Grade 10; Instructional Design; Student Characteristics; Expertise; Cognitive Processes; Questionnaires; Transfer of Training; Science Instruction; Foreign Countries; Teaching Methods; Instructional Effectiveness; Student Motivation; Correlation; Electronic Learning; Multimedia Materials; Syntax; Learning Strategies; Germany + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Vorkenntnisse; Lesson concept; Lessonplan; Unterrichtsentwurf; Expert appraisal; Cognitive process; Kognitiver Prozess; Fragebogen; Training; Transfer; Ausbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Schulische Motivation; Korrelation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Deutschland
Abstract	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 is 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 equal or reduced. (Contains 7 tables and 1 figure.) (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10