One More Expertise Reversal Effect in an Instructional Design to Foster Coherence Formation

  • Babette Koch
  • Tina Seufert
  • Roland Brünken


The present study is in line with recently published studies about instructional means to foster germane cognitive load in a multimedia learning situation. It focuses on the effectiveness of verbally presented semantic support for coherence formation. As it is already confirmed that support for coherence formation can foster knowledge acquisition, the question arises if individual differences moderate this effect. Prior knowledge turned out to be a critical individual factor: An expertise reversal effect for transfer performance underpins that supporting instructional means does not necessarily foster the learning outcome. In contrast to low-knowledge learners who benefited from the support, high-knowledge learners were slightly hindered, accompanied by a comparable medium level of cognitive load.


Cognitive Load Instructional Design Work Memory Capacity Spatial Ability Cognitive Load Theory 
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Copyright information

© Springer Science+Business Media B.V. 2008

Authors and Affiliations

  • Babette Koch
    • 1
  • Tina Seufert
    • 1
  • Roland Brünken
    • 1
  1. 1.Department of EducationSaarland University66123 SaarbrueckenGermany

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