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Reconsidering Research on Learning from Media
Richard E. Clark
Review of Educational Research
Vol. 53, No. 4 (Winter, 1983), pp. 445-459
Published by: American Educational Research Association
Stable URL: http://www.jstor.org/stable/1170217
Page Count: 15
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Recent meta-analyses and other studies of media's influence on learning are reviewed. Consistent evidence is found for the generalization that there are no learning benefits to be gained from employing any specific medium to deliver instruction. Research showing performance or time-saving gains from one or another medium are shown to be vulnerable to compelling rival hypotheses concerning the uncontrolled effects of instructional method and novelty. Problems with current media attribute and symbol system theories are described and suggestions made for more promising research directions.
Review of Educational Research © 1983 American Educational Research Association