The expertise reversal effect refers to the phenomenon where instructional techniques that are effective for novices become less effective or even detrimental for more experienced learners. This effect is rooted in cognitive load theory, which emphasizes the limitations of working memory and the importance of schemas in learning. Instructional techniques that reduce cognitive load for novices, such as worked examples or integrated materials, may become redundant or even overload working memory for experts who can process information more efficiently using their existing schemas. The expertise reversal effect is influenced by the level of learner expertise, which affects how information is processed and stored. Novices benefit from explicit guidance and structured instruction, while experts can process information more independently and may find redundant guidance unnecessary or even counterproductive. This reversal is evident in various instructional effects, such as the split-attention effect, redundancy effect, modality effect, and worked example effect. For instance, integrated materials are beneficial for novices but may not be effective for experts, and worked examples can be helpful for beginners but may hinder learning for more experienced learners. The expertise reversal effect has been supported by numerous empirical studies across various domains, including text processing, multimedia learning, and problem-solving. These studies demonstrate that instructional design should be tailored to the level of expertise of the learners to maximize effectiveness. The effect highlights the importance of considering individual differences in learning and the need for adaptive instructional strategies that account for varying levels of prior knowledge and experience. Overall, the expertise reversal effect underscores the dynamic relationship between instructional design and learner characteristics, emphasizing the need for flexible and context-sensitive approaches in education.The expertise reversal effect refers to the phenomenon where instructional techniques that are effective for novices become less effective or even detrimental for more experienced learners. This effect is rooted in cognitive load theory, which emphasizes the limitations of working memory and the importance of schemas in learning. Instructional techniques that reduce cognitive load for novices, such as worked examples or integrated materials, may become redundant or even overload working memory for experts who can process information more efficiently using their existing schemas. The expertise reversal effect is influenced by the level of learner expertise, which affects how information is processed and stored. Novices benefit from explicit guidance and structured instruction, while experts can process information more independently and may find redundant guidance unnecessary or even counterproductive. This reversal is evident in various instructional effects, such as the split-attention effect, redundancy effect, modality effect, and worked example effect. For instance, integrated materials are beneficial for novices but may not be effective for experts, and worked examples can be helpful for beginners but may hinder learning for more experienced learners. The expertise reversal effect has been supported by numerous empirical studies across various domains, including text processing, multimedia learning, and problem-solving. These studies demonstrate that instructional design should be tailored to the level of expertise of the learners to maximize effectiveness. The effect highlights the importance of considering individual differences in learning and the need for adaptive instructional strategies that account for varying levels of prior knowledge and experience. Overall, the expertise reversal effect underscores the dynamic relationship between instructional design and learner characteristics, emphasizing the need for flexible and context-sensitive approaches in education.