Expertise Reversal Effect in a Pen-Tablet-Based Learning Environment: The Role of Learning-Centered Emotions in the Interplay between Learner Expertise and Task Complexity

Autor/inn/en	Schrader, Claudia; Kalyuga, Slava
Titel	Expertise Reversal Effect in a Pen-Tablet-Based Learning Environment: The Role of Learning-Centered Emotions in the Interplay between Learner Expertise and Task Complexity
Quelle	In: British Journal of Educational Psychology, 93 (2023), S.270-286 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schrader, Claudia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12547
Schlagwörter	Expertise; Novices; Task Analysis; Difficulty Level; Cognitive Processes; Psychological Patterns; Handheld Devices; Handwriting; Writing (Composition); Japanese; Electronic Learning; Learner Engagement + Suchen Sie Ihr Suchwort? Expert appraisal; Aufgabenanalyse; Schwierigkeitsgrad; Cognitive process; Kognitiver Prozess; Handschrift; Schreibübung; Japaner; Japanisch
Abstract	The study investigated interactions between learner expertise and task complexity evaluated from both cognitive and affective perspectives. One hundred and seventy-three students, both novices and advanced learners, were asked to learn Japanese writing in a pen-tablet-based digital learning environment with varying task complexity levels. Cognitive load and learning-centred emotions were measured at intervals during learning, while writing performance was monitored by runtime tracking. Results indicated that while advanced learners performed better than novices across the range of task complexity, the moderate task complexity was shown to be superior in enhancing performance for both levels of expertise. Results for learning-centred emotions showed that advanced learners reported lower enjoyment and higher frustration when completing the low complexity task, whereas the moderately complex task was reported to be the most enjoyable and less frustrating for these learners. No significant difference in emotions was found across levels of task complexity for novices. Finally, a constructed composite indicator of cognitive-affective efficiency of instructional conditions showed a significant interaction between levels of learner expertise and task complexity primarily caused by affective factors. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01