A1 Refereed original research article in a scientific journal
Transfer of expertise: An eye tracking and think aloud study using dynamic medical visualizations
Authors: Gegenfurtner A, Seppänen M
Publisher: PERGAMON-ELSEVIER SCIENCE LTD
Publishing place: OXFORD; THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
Publication year: 2013
Journal: Computers and Education
Journal name in source: Computers & Education
Journal acronym: Comput.Educ.
Volume: 63
First page : 393
Last page: 403
Number of pages: 11
ISSN: 0360-1315
DOI: https://doi.org/10.1016/j.compedu.2012.12.021
Abstract
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. (C) 2013 Elsevier Ltd. All rights reserved.
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. (C) 2013 Elsevier Ltd. All rights reserved.
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