Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.
The history of technological innovations in education has many
examples of failed high expectations. To avoid becoming
another one, current multimedia ICT tools need to be designed
in accordance with how the human mind works. There are well
established characteristics of its architecture that should be
taken into account when evaluating, selecting, and using
educational technology. This paper starts with a review of the
most important features of human cognitive architecture and
their implications for ICT-based learning. Expertise reversal
effect relates to the interactions between levels of learner prior
knowledge and effectiveness of different instructional
techniques and procedures. Designs and techniques that are
effective with low-knowledge learners can lose their
effectiveness and even have negative consequences for more
proficient learners. The paper describes recent empirical
findings associated with the expertise reversal effect in
multimedia and hypermedia learning environments, their
interpretation within a cognitive load framework, and
implications for the design of learner-tailored multimedia.
