The Expertise Reversal Effect and Its Implications for Design

Common sense tells us to design differently for novices than for experts. What’s less obvious is that learning experiences designed for novices may have negative effects when used with experts. This is due to a phenomenon known as the expertise reversal effect, also called the prior knowledge principle.

The Expertise Reversal Effect Defined

The basic tenet of the expertise reversal effect is that the effectiveness of instructional methods can change or even reverse as a person gains knowledge and skills. Instructional techniques that benefit beginning learners may be ineffective or even detrimental for experienced learners (Kalyuga et al., 2009; Tetzlaff & Simonsmeier, 2025).

While novice learners often benefit from extensive instructional support, that same guidance may interfere with or hinder learning as people become more knowledgeable. At that point, providing less support may be more effective. In essence, the usefulness of guidance depends on what the learner already knows.

Why does the expertise reversal effect occur?

What causes the expertise reversal effect? Several studies suggest that, for advanced learners, processing the type of redundant information presented to a novice can impose unnecessary cognitive load. This additional processing can interfere with learning new material.

Prior knowledge affects what creates the cognitive load. According to cognitive load theory, the limitations of working memory make it necessary to avoid overloading it. But here’s the catch: what induces high cognitive load in a novice differs from what induces high cognitive load in someone with high prior knowledge. If learners have already acquired information, too much guidance may cause them to stop, integrate, and cross-reference this redundant material with their existing knowledge. This uses up valuable cognitive resources.

Who Benefits the Most?

A 2025 meta-analysis of the expertise reversal effect reviewed 176 effect sizes from 60 experimental studies involving 5,924 participants. The authors concluded that the expertise reversal effect is robust across a wide variety of contexts. However, educational status and content domain moderate the effect. They also found an interesting nuance: providing novices with assistance has a stronger effect than withholding assistance from experts.

Expertise Reversal Effect Design Strategies

What are the implications of the expertise reversal effect? Designers can provide adaptive learning experiences that match the learner’s competencies. Experts in a domain should not have to process information they already know. Instead, they should leverage their broad knowledge base. Here are some ways you can design for this:

Determine the right level.

• Match learners to the appropriate level through pre-assessment, learner choice, or self-assessment. Self-assessment might involve asking learners to perform a task and rate how difficult they found it.

Adjust the amount of support.

• Make instructional support optional, such as hints, examples, or explanations.
• Use scaffolding, then gradually fade instructional guidance as learners gain expertise.
• Let experienced learners skip introductory content and practice.
• Give experienced learners more complex or open-ended problems.

Give experienced learners more autonomy.

• Provide curated resources that experts can browse. Listen to The Power and Practice of Digital Curation.
• Use nonlinear learning paths that allow independent exploration.
• Support informal learning through peer conversations, online forums, and professional communities.

Conclusion

Convincing research indicates that optimal instructional methods depend on a learner’s prior knowledge. Novice learners may need substantial instructional support to build foundational skills, while more knowledgeable learners may benefit from less guidance.

A learner’s expertise moderates the effectiveness of a design strategy. A fixed, one-size-fits-all approach won’t suffice when designing for a broad audience. See What Makes Someone an Expert? The Cognitive Psychology of Expertise for more on this topic.

References:

1. Kalyuga S. (2012) Role of Prior Knowledge in Learning Processes. In: Seel N.M. (eds) Encyclopedia of the Sciences of Learning. Springer, Boston, MA.
2. Kalyuga, S (2009). Managing Cognitive Load in ICT-based learning. Journal of Systemics, Cybernetics and Informatics.
3. Kalyuga, S., Ayres P., Chandler, P. and J. Sweller (2003). The Expertise Reversal Effect. Educational Psychologist, 38(1), 23–31.
4. Kalyuga S. and A. Renkl (2009). Expertise reversal effect and its instructional implications: introduction to the special issue. Instructional Science, 38:209–215.
5. Hailikari, T, Katajavuori, N. & S. Lindblom-Ylanne,  Relevance of prior knowledge in learning and instructional design. Am J Pharm Educ. 2008 Oct 15; 72(5): 113.
6. Sweller, J. et al (2011). Cognitive Load Theory, Explorations in the Learning Sciences, Instructional Systems and Performance Technologies. Springer.
7. Tetzlaff, L., Simonsmeier, B. A., Peters, T., & Brod, G. (2025). A cornerstone of adaptivity: A meta-analysis of the expertise reversal effect. Learning and Instruction, 98, 102142. https://doi.org/10.1016/j.learninstruc.2025.102142