کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
348644 | 618198 | 2013 | 11 صفحه PDF | دانلود رایگان |

Expertise research has produced mixed results regarding the problem of transfer of expertise. Is expert performance context-bound or can the underlying processes be applied to more general situations? The present study tests whether expert performance and its underlying processes transfer to novel tasks within a domain. A mixed method study using eye-tracking and quantitative and qualitative analyses of think aloud protocols was conducted with medical professionals in radiology and nuclear medicine who diagnosed identical patient cases displayed with three different computer-based imaging technologies: a familiar, a semi-familiar, and an unfamiliar imaging technology. Results indicate that expert performance, as well as its underlying processes, transferred from the familiar to the semi-familiar, but not to the unfamiliar imaging technology. Educational implications of these findings are discussed in terms of their significance for designing technology-enhanced learning environments to promote the transfer of expertise.
► The study tested the transfer of expertise in comprehending dynamic medical visualizations.
► Eye tracking and verbal report data were obtained from medical experts.
► Experts diagnosed a familiar, a semi-familiar, and unfamiliar representation.
► Accuracy and specificity of the diagnoses transferred from the familiar to the semi-familiar, but not to the unfamiliar task.
► There were differential effects of eye movements and think-aloud protocols.
Journal: Computers & Education - Volume 63, April 2013, Pages 393–403