When feedback harms and collaboration helps in computer simulation environments: An expertise reversal effect

Autor:	M. Mayrath, Priya K. Nihalani, Daniel H. Robinson
Rok vydání:	2011
Předmět:	Protocol (science) Human–computer interaction Teaching method Control (management) Developmental and Educational Psychology Collaborative learning Transfer of learning Psychology Social psychology Replication (computing) Expertise reversal effect Education Simulation training
Zdroj:	Journal of Educational Psychology. 103:776-785
ISSN:	1939-2176 0022-0663
DOI:	10.1037/a0025276
Popis:	We investigated the effects of feedback and collaboration on undergraduates' transfer performance when using a computer networing training simulation. In Experiment 1, 65 computer science "novices" worked through an instructional protocol individually (control), individually with feedback, or collaboratively with feedback. Unexpectedly, collaboration appeared to inhibit students' transfer performance relative to individual feedback. Experiment 2 was a replication with 62 computer science "experts." This time, collaboration facilitated transfer performance. Both experiments revealed an interaction between instructional procedures producing an expertise reversal effect: Novices who worked individually with feedback actually outperformed their expert counterparts (Kalyuga, Ayres, Chandler, & Sweller, 2003). When students have low prior knowledge, presenting feedback as they work independently is more effective than collaborating with other novices. On the other hand, when students have high prior knowledge, individual feedback may actually inhibit learning and reverse the benefits of expertise.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::77ff1b8ed218bd837de548e4b8aaa3fd https://doi.org/10.1037/a0025276 Zobrazit plný text záznamu