Media and learning: Are there two kinds of truth?
Educational Technology Research and DevelopmentPublished 1 March 1994
Eldon J. Ullmer
Citations42
SJR quartileQ1
SJR score1.43
SNIP1.96
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TL;DR
The assumptions and methods of conventional instructional media research are examined to gauge its sufficiency as a basis for issuing the controversial finding that media do not influence learning and as an inquiry model for documenting media's educational effects generally.
Abstract
This article examines the assumptions and methods of conventional instructional media research to gauge its sufficiency as a basis for issuing the controversial finding that media do not influence learning and as an inquiry model for documenting media's educational effects generally. Examples of complex media effects are given and emerging media application paradigms are identified to support the argument that both a new conceptualization of the media and learning question and new approaches to its study are needed. An alternative values framework for guiding research on the effects of modern interactive technologies in complex learning environments is offered.
Keywords
PsychologySocial Sciences
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