Expert-Novice Differences and Adaptive Multimedia

Abstract

This chapter provides an overview of theoretical frameworks and empirical evidence for the design of adaptive multimedia that is tailored to individual levels of user expertise to optimize cognitive resources available for learning. Recent studies indicate that multimedia design principles that benefit low-knowledge users may disadvantage more experienced ones due to increase in cognitive load required for integration of presented information with available knowledge base. The major implication for multimedia design is the need to tailor instructional formats to individual levels of expertise. The suggested adaptive procedure is based on empirically-established interactions between levels of user proficiency and formats of multimedia presentations (the expertise reversal effect), and on real-time monitoring of users’ expertise using rapid cognitive diagnostic methods.