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Expert-Novice Differences and Adaptive Multimedia 215 Copyright 2006, Idea Group Inc. Copying or distributing in print or electronic forms without written permission of Idea Group Inc. is prohibited. For example, when training apprentices of manufacturing companies in reading different cutting speed nomograms (Figure 1) used to determine the appropriate number of revolutions per minute to run a specific type of cutting machines (Kalyuga, et al., 2000), we observed that replacing visual texts with corresponding auditory explanations was beneficial for novice learners (modality effect). When a novice trainee clicked on a particular step heading button, an auditory narration of an explanation of this step was delivered through headphones instead of being displayed as an identical visual text next to the diagram. However, when learners became much more experienced in using different nomograms, the best way to present them a new type of nomograms was to display just a diagram without any explanations at all (an example of the expertise reversal effect). The rapid test that may allow us to switch instructional formats at the most appropriate time for an individual trainee can be based on regularly presenting trainees partially completed procedures (with different degrees of completeness) and asking them to rapidly indicate their next step towards solution. At the lowest level of completeness, no task information is indicated on the diagram. At the next level, only some initial data in the task statement is highlighted along the axes or in the table. At the following levels, more lines and their intersection points are shown. In this way, levels of expertise can be rapidly determined. Accordingly, less expert participants, as determined by the rapid test, should be presented with comprehensive auditory explanations. In contrast, more expert participants, for whom the auditory explanations might be redundant, would perform better with a diagram and limited or no explanations. The rapid testing method was applied for real-time adaptation of instructional procedures (worked examples and problem-based instruction) to current levels of individual learners knowledge in the domain of linear algebra equations using a simple adaptive computer-based tutor (Kalyuga & Sweller, 2004). The aim of the experiment was to demonstrate that the rapid test could be effectively used in a computer-based training environment for adapting instruction to changing levels of learners knowledge of solution procedures. The rapid test was used for initial selection of the appropriate levels of instructional materials according to levels of learners preliminary knowledge, as well as for monitoring learners progress during instruction and real-time selection of the most appropriate instructional formats. For learners with lower levels of expertise, based on the rapid test, additional worked-example information was provided. For learners with higher levels of expertise, less worked-example information and more problem-solving exercises were provided. The learner-adapted procedure was compared to an equivalent procedure without realtime adaptation of instruction to levels of learner knowledge. Learning was enhanced by adapting instruction to learner levels of expertise (effect size 0.46 for relative knowledge gains due to instruction). This study provided evidence for the usability of the rapid test, although in a relatively simple and not media-rich domain. Similar rapid diagnosis-based approaches could be used in other more complex environments for initial selection of the appropriate formats of multimedia materials according to levels of users preliminary knowledge in the domain, monitoring their progress during training, and real-time selection of the most appropriate multimedia formats to build a fully learner-adapted presentation.

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